12StepstoSuccess YorkCaseStudy

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					Contents
Contents .......................................................................................................................... 1
Effective use of Data ....................................................................................................... 2
Understanding and Using Data........................................................................................ 3
Accessible Data – Abbreviations ..................................................................................... 4
Data available to schools ................................................................................................. 5
Overview of the York system ........................................................................................... 6
12 Steps to Maximise Progress ....................................................................................... 7
12 Steps – Details ........................................................................................................... 8
Step 1 – Assessments ................................................................................................... 11
          Moderation ...................................................................................................... 14
          P Scales.......................................................................................................... 15
          PIVATS Assessments ..................................................................................... 16
          Foundation Stage Profile ................................................................................ 18
Step 2 – Enter Data ....................................................................................................... 19
Step 3 - York Outcome Matrix – YOM ........................................................................... 21
          Using the YOM ............................................................................................... 22
          Analysis of YOM ............................................................................................. 24
Step 4 – York Assessment Tables (YATs)..................................................................... 27
          Using YATs ..................................................................................................... 28
          Foundation Stage YATs .................................................................................. 30
Step 5 – Track Progress (Pupils) ................................................................................... 31
          Pupil Progress Trackers.................................................................................. 32
          Record Progress ............................................................................................. 35
          Track Progress – Cohorts ............................................................................... 36
Step 6 – Question Level Analysis .................................................................................. 37
          Using QLA ...................................................................................................... 38
Step 7 – Plan Strategically............................................................................................. 39
          Provision Planning .......................................................................................... 40
          Interventions ................................................................................................... 42
Step 8 – Analyse Outcomes .......................................................................................... 45
          RAISEonline ................................................................................................... 46
Step 9 – Set Numerical Targets..................................................................................... 47
          DCSF Principles of Target Setting .................................................................. 48
          Fischer Family Trust – Pupil Level .................................................................. 50
          Fischer Family Trust – School Level ............................................................... 52
          Individual Pupil Targets .................................................................................. 53
Step 10 – Set Curricular Targets ................................................................................... 55
          YATS 2 ........................................................................................................... 56
Step 11 – Monitor Progress ........................................................................................... 57
          Class Progress Ladder ................................................................................... 58
Step 12 – Repeat and Review ....................................................................................... 59
Appendix........................................................................................................................ 61

Data will not on its own provide any definitive answers;
But
If used properly it can reveal the questions that will form the basis for a new drive
towards sustainable school improvement.
Clive Taylor September 2007 NCSL




Using Data To Maximise Progress – The 12 Step Model                                                                            1
                          Effective use of Data
Effective use of data on pupil performance is an essential part of the school
improvement process and is one of the key levers for change.
Data helps to pose and answer questions about:
 current standards.
 trends over time.
 the progress made by individuals and groups.
It provides one of the principal indicators of the outcomes of the education provided by
schools, for use by a range of stakeholders.

Schools effective at analysing their own data tend also to be those most effective
at self-evaluation. They make good use of the data to identify strengths and
potential issues, and to judge the impact of actions taken. DCSF 2007

This guide helps school leaders to develop and refine their whole-school pupil tracking
procedures to ensure that pupils’ progress is systematically monitored and reviewed
and findings acted upon, thus raising standards.
Principles
   Performance data is managed through a school-wide system.
   Teachers have ready access to data they need, and new data can be entered and
    processed easily.
   Pupils’ progress is monitored and tracked across time and across subjects using a
    range of performance measures including teacher assessments and test results.
   All staff work collaboratively to gather, share and use information about pupils’
    progress.
   Identification of pupils’ underperformance is early, rapid and accurate.
   Data is collected and shared with the pupils and all staff involved in teaching the
    pupils.
   Pupils’ achievements are benchmarked against local and national data.
   Pupils have regular opportunities to discuss their progress.
   Teachers actively involve pupils in setting their own targets, and annual and key
    stage targets are shared with all staff involved in teaching the pupils.
   Teaching programmes, intervention programmes and revision programmes are
    informed by regular monitoring of progress and adjusted in the light of pupils’ needs.
   Parents and carers are informed and involved in order to support pupils’
    achievements.

Performance data is not a blunt instrument used to beat schools or individual
teachers.
It is a rich source of questions the answers to which can become the catalyst for
improvements in the learning experience we are able to offer to the children in
our care.
Clive Taylor September 2007 NCSL



Using Data To Maximise Progress – The 12 Step Model                                       2
             Understanding and Using Data
Schools hold a wide and sometimes confusing range of performance data and this
guidance aims to:
   Consider what data is available.
   Highlight data sets for school improvement.
   Demonstrate how data can be made more accessible.
   Describe how data can be used to identify underachievement and maximise
    progress for all pupils.
   Provide a possible model for schools.
It is no longer the prerogative of the head teacher or senior leader to hold and analyse
data. All teachers need to understand and use data confidently to track, question and
plan teaching and learning to maximise the progress of individuals and groups.
It should be remembered that pupil performance data is just that, data about children. It
is not just about a series of graphs and charts. The numbers on the pages represent
children, their potential and their one chance of a high quality education.


YOM and YATS
YOM = York Outcome Matrix
YAT = York Assessment Tables
The City of York YOM and YATs system has been created and adapted over a number
of years in consultation with a range of schools to present pupil data in a simple,
accessible manner which is relevant to classroom teachers, subject and senior leaders
and which informs planning of focused teaching and learning.
It has been further developed by project schools in the LA in response to the DfES
‘Leading on Inclusion’ initiative and focus on the importance of understanding and using
data to maximise pupil progress.
This inclusive system:
   Uses simple colour coding.

   Presents data in a manageable and relevant format.

   Enables schools to engage in pedagogical debate.

   Informs strategic planning.

   Ensures teacher accountability.

   Supports subject leaders.

   Is flexible and

   Has proved adaptable to the context and issues for each school.




Using Data To Maximise Progress – The 12 Step Model                                   3
           Accessible Data – Abbreviations
              Description                              Why used

YOM           York Outcome Matrix                      Whole school overview of
              Numerical coloured overview of end       attainment.
              of year attainment in reading, writing   Numerical Target setting.
              and maths.

YATs          York Assessment Tables                   Identification of underachievement.
              Tables that identifies and names         Provision planning.
              pupils achieving at each sub level.


YATs2         York Assessment Tables                 Curricular Target setting.
              Table that groups pupils and records Planning teaching and learning.
              curricular targets and planned action.

FFT           Fischer Family Trust                     Assessment of individual pupil
              Individual Pupil estimates. (D)          trajectory towards targets.
              Fischer Family Trust                     Assessment of cohort attainment
              Cohort estimates. (D)                    towards numerical end of Key Stage
                                                       targets.

PPT           Pupil Progress tracker                   Tracking progress.
              Data base that tracks and records        Identification of underachievement.
              pupil attainment each year. (Excel)
                                                       Evaluating interventions.

QLA           Question Level Analysis                  Identification of teaching and
              A breakdown of each question for         learning issues.
              each child in Maths, Mental maths,
              Reading, Writing and Spelling.

CPL           Class Progress Ladder                    Maximising progress.
              Plot of individual pupil progress        Evaluating interventions.
              based on termly/half termly teacher
              assessments.

RAISE         RAISEonline                              Replacement for PANDA/PAT.
              Web-based system, which                  School Performance comparisons.
              disseminates school performance
              data.

QDD           Quick Data Disc                          Analysis of pupil, school
              FFT, school performance data and         achievement.
              evaluations collated by MIS.             School Performance comparisons.




Using Data To Maximise Progress – The 12 Step Model                                     4
                                         Data available to schools
Schools have a plethora of numerical data including:
                                     Outcome/Threshold Data                        Progress Data
                            RAISEonline (previously PANDA)            RAISEonline (previously PANDA).
                            Fischer Family Trust.                     Quick Data Disc from MIS.
End of Key Stage Data




                            Headline Figures                          Whole cohort and vulnerable groups:
                            Percentages at KS1 Level 2 and Level 3     Value Added.
                            Percentages at KS2 Level 4 and Level 5     Contextual Value Added (CVA).
                            Trends                                    Conversions
                            Gender Comparisons                         Percentages achieving KS2 Level 4
                            Attainments of vulnerable groups            from each KS1 Level.
                            Comparisons with:                         Progress Table
                            National.                                  Grid showing progress from each KS1
                            LEA .                                        Level to each KS2 Level.
                            Similar schools.
                                    Fischer Family Trust (FFT)           Individual Pupil Progress Tracker
                            Uses formula to provide:                  PPT, eg
                                                                       Integris
                            Estimates at:                              School’s own – usually Excel
                                 Individual Pupil Level.                RAISEonline
                                 Cohort Level.                          PIVATS
                                 School Level.                       These can:
                                                                       Use points and/or split levels.
                            Comparison of Estimates against Actual.    Are completed at least annually.
                                                                       Track individual pupil progress.
Data to Maximise Progress




                                                                       Consider trajectory to FFT estimates.
                                                                       Highlight underachievement.
                                   Question Level Analysis (QLA)            Class Progress Ladder (CPL)
                            Individual marks are entered.             Visual representation of termly/half termly
                            Software provides detailed analysis.      progress of each individual pupil.
                                                                        Discuss progress.
                            QLA - integrated into RAISEonline.          Identify individual pupil issues.
                            Previously known as PAT.                    Plan Interventions.
                                              YOM                                  YATs and YATs2
                             A colour coded overview of cohort        At a glance distribution of pupils.
                              attainment in each subject.              Identification of groups of pupils, eg
                                                                         SEN, Booster, High Achievers.
                             Comparison of each cohort with FFT.
                                                                       Curricular Target setting.
                             Used by whole school also                Action planning and mapping.
                                      SENCO.
                                      Numeracy/Literacy
                                      co-ordinators.
                                      AG+T Co-ordinator.
                                      Intervention teams.

This guidance will focus on the use of YOM and YATs to manage end of term/year
assessment data to maximise the progress of each child.
Further guidance is available from MIS on analysis of End of Key Stage Data.




Using Data To Maximise Progress – The 12 Step Model                                                            5
               Overview of the York system

YOM – York Outcome Matrix
and

YATs – York Assessment Tables
Are used with

FFT – Fischer Family Trust estimates
A school

PPT – Pupil Progress Tracker
and

QLA – Question Level Analysis
And increasingly a

CPL – Class Progress Ladder (completed termly/half termly)
The simple colour coded system makes data accessible and useable at all levels to:


   Provide a whole school overview of attainment in reading writing and maths.
   Identify subject issues at cohort and pupil level.
   Set numerical targets for individual pupils and cohorts.
   Identify underachievement.
   Set individual and group curricular targets.
   Maximise the progress of each pupil.
   Improve end of key stage outcomes.




Using Data To Maximise Progress – The 12 Step Model                                  6
               12 Steps to Maximise Progress

                                               Main
          Step                                                    Others     Page
                                           Responsibility

           1      Assess                   Class Teacher    SLT               11



           2      Enter Data               School – Admin                     19



           3      YOM                      Subject leader   Whole school      21
 Summer




           4      YATs                     Class teacher    SLT               27


                                           Assessment
           5      Track Progress
                                           co-ordinator
                                                            Class Teacher,    31



           6      QLA                      Subject Leader   Teachers          37

                                                            Subject Leader
           7      Plan                     Head/SLT         SENCO, Class      39
                                                            Teachers

           8      Analyse                  SLT              Whole school      45


                  Set Numerical
           9                               Whole school     Teachers          47
 Autumn




                  Targets

                  Set Curricular                            Subject Leader
          10      Targets
                                           Class teacher
                                                            SENCO
                                                                              55


                  Monitor
          11      progress
                                           Class teacher    Head/SLT          57
Spring




                  Repeat and
          12      Review
                                           Class teacher    Head/SLT
                                                                              59




Using Data To Maximise Progress – The 12 Step Model                            7
                              12 Steps – Details
         Step                                                                           Page

                Assessments
                Plan summative end of year assessments for all pupils:
                  Foundation Stage Profile.
                  End of Key Stage Assessments for YR2 and YR6.
                  Optional STAs for YR3, YR4, YR5.
                  Teacher Assessments for YR1, Pupils absent for tests.
          1       PIVATS for pupils working below test levels.                         11
                Set date for papers to be marked and assessments to be completed
                Agree marking policy. Consider:
                  Pros and Cons of teacher marking.
                  Other alternatives, eg NFER, TAs, receiving teacher.
                  Question Level Analysis – RAISEonline on Line.
                  Plan Moderation.
                Enter Data
                Agree date for completion of data entry and who will:
                  Collate results.
          2       Enter onto Pupil Progress Tracker / RAISEonline on Line.             19
                  Enter PIVATS onto Lancashire Data Base.
                  Complete YOM.
                  Complete YATs.
Summer




                Use YOM (York Outcome Matrix) to
                  Provide whole school overview of standards in each subject.
                  Calculate percentage of pupils on track for level 4 and level 5.
                  Compare current end of Key Stage forecasts with FFT
          3         estimates.                                                          21
                  Identify issues for L4 and L5 (eg numbers of pupils not on track)
                  Set end of year targets for each cohort.
                  Compare cohorts and identify issues.
                  Consider the distribution of pupils with SEN.
                  Inform strategic planning, eg resources and interventions.
                Use End of year YATs (York Assessment Tables) to
                  Drill down from YOM to look at groups and individual pupils.
                  Consider issues for any group eg SEN, AGT, Target, boys/girls.
                  Highlight pupils not making expected progress towards FFT
          4         estimates.                                                          27
                  Identify specific difficulties.
                  Identify pupils in target group – consider issues.
                  Inform strategic planning eg teaching and learning, interventions.
                  Inform SEN and AG+T lists.
                Track Progress (use PPT)
                  Track progress of each pupil.
          5       Highlight pupils not on trajectory for FFT estimates.                31
                  Calculate progress of pupils and class/cohort.




Using Data To Maximise Progress – The 12 Step Model                                      8
          Step                                                                      Page

                 Use QLA (Question Level Analysis) to:
                   Assess understanding of teaching of Literacy/Numeracy (PNS).
           6       Identify areas of difficulty for individual pupils.             37
                   Identify areas of difficulty within a set or cohort.
                   Identify whole school priorities.
 Summer




                   Plan school development to address issues.
                 Plan Strategically
                   Set up intervention leadership team.
                   Complete audit of need.
           7       Identify funding.                                               39
                   Review Interventions.
                   Plan provision.
                   Create provision map.
                 Analyse End of Key Stage Outcomes
                 Use QDD and RAISEonline to compare:
           8       Results and trends with national figures and trends.            45
                   End of KS attainment with that of other similar schools.
                   Outcomes for particular groups with outcomes for those groups
                     nationally.
                 Set Numerical Targets
                 Use all available data including FFT (Fischer Family Trust)
           9     Estimates to:                                                      47
                   Set challenging numerical targets for individual pupils and
 Autumn




                     cohorts.
                 Set Curricular Targets
                 Use YATS2 to:
          10       Group pupils.                                                   55
                   Plan teaching.
                   Record curricular targets.
                 Monitor Progress – termly (or half termly)
                 Use CPL (Class Progress Ladder) or other record of assessments
                 to:
          11       Regularly monitor progress.                                     57
                   Identify underachievement.
                   Plan teaching.
                   Evaluate learning.
                 Repeat and Review
 Spring




                 Repeat Steps 10 and 11
          12       Set curricular targets.                                         59
                   Monitor progress.
                   Embed systems in school.




Using Data To Maximise Progress – The 12 Step Model                                 9
Using Data To Maximise Progress – The 12 Step Model   10
                        Step 1 – Assessments
Definitions and purposes

Summative assessment                         =        Assessment of learning
Formative assessment                         =        Assessment for learning
These share a set of common principles and each plays an essential role in creating a
comprehensive profile of information about children’s progress, attainment and learning
needs. From CYC Assessment for Learning – Guidelines for Primary Schools 2004.

Assessment of learning
Generates performance data by measuring attainment at given points.
This enables schools to:
 Measure and compare standards across pupil groupings, cohorts and key stages
   and to set quantitative targets for improvement.
 Raise important questions about pupils’ progress and attainment and a school’s
   performance overall.
 Use data as a tool to improve learning, but only when it is analysed and evaluated
   within a wider context of information about progress, which includes the impact of
   teaching, learning and the curriculum.

Assessment for learning
Focuses on what is needed to promote pupils’ progress.
It generates information that helps to:
 Identify specific strengths and weaknesses in pupils’ learning.
 Identify the next steps needed to: build upon success; address any weaknesses in
    pupils’ learning and to modify planning accordingly.
 Identify the most appropriate and effective teaching and learning strategies to
    promote progress.
 Inform School Improvement Planning and the action needed to RAISEonline
    standards.

Focus of guidance
   Primarily on summative assessment to identify underachievement and for strategic
    intervention planning.
   Formative assessments will also support planning of teaching and learning for
    individuals and groups.

Assessment arrangements
Use of both strands of assessment ensure that every pupil makes the best possible
progress both in the curriculum and in their personal development.
Robust systems for assessment should include:
 An agreed and circulated Assessment Calendar (example on CD).
 Class Assessment folders.
 Pupil progress reviews, which promote and support teacher accountability.

Using Data To Maximise Progress – The 12 Step Model                                 11
Summative end of year assessments for all pupils.
The school should ensure that all staff are aware of dates set for completion of the
following end of year and end of KS assessments:
 Foundation Stage Profile (FSP).
 End of Key Stage Assessments for YR2 and YR6.
 Optional STAs for YR3, YR4, YR5 (supported by Teacher Assessments).
 Teacher Assessments for YR1.
 Teacher Assessments for pupils absent for tests.
 PIVATS for pupils working below test levels.
                                A suggested timetable
  Mid May      End of Key Stage 2 Assessments.
               Complete and report Y1 – Y5 Assessments.
By end May
               PIVATS Assessments.
  Half term    Collate and enter Data.
     June      Analyse, discuss and plan strategically.
               Complete Foundation Stage profile.
     July
               Plan for Year 1.

                                Who will mark papers?
           Pro                                        Some caveats
Class       Relevance to teacher.                     Needs careful moderation.
teachers    Enables monitoring of progress.           Time needs to be allocated.
            Provides teacher with evidence of
              effectiveness of teaching.
            Enables identification of particular
              learning difficulties of individuals,
              group, class.
Teacher of  Provides early information of             Not always possible to
receiving     individual pupil difficulties.            determine next teacher.
class       Can enable informed discussion with
              teacher.
            Enables moderation between teachers
              from different year groups.
            Can inform planning.
Teaching    Lessens teacher workload.                 Only really works where
Assistants  Can be timetabled in for TA.               there is a right/wrong
                                                        answer, eg Maths/spelling.
                                                       NOT suitable for writing
                                                        assessments.
                                                       Teacher disempowered.
Outside     Lessens teacher workload.                 Costs need to be
agency,     Provides moderation and                    considered.
eg NFER       comparisons.                             Results are not
            Can includes question level analysis.      immediately returned.




Using Data To Maximise Progress – The 12 Step Model                                    12
Recording Marks

Model 1
Admin uses school admin system to prepare Result Grid with names, class, UPN, KS1
Examples (Complete version on CD> Entering Data> Optional STA Record).
Year 3 Maths



Year 4 Writing




Year 5 Reading




Teachers mark papers.
Teachers or TAs complete Result Grid electronically.
This data can be ranked and names copied into YATS.
In addition:
TAs/admin complete Question Level analysis grid (paper or electronic).

Model 2
All test papers are sent to NFER for marking www.nfer.ac.uk/what-we-offer/pass/
This service has cost implications but is compatible with RAISEonline and provides
detailed analysis. The report is returned in July with:
  A breakdown of pupils’ achievement in optional tests by test level and age-
     standardised score.
  Progression tables from KS1 and last year’s test levels to current optional test
     levels.
  A breakdown of performance by background data (eg boys/girls, ethnic groups etc).
  Estimated probabilities of achieving level 4 and level 5 at key stage 2 in English and
     mathematics.
Teachers ensure addition of Teacher assessments for pupils working below test levels.

Model 3
Teachers mark papers.
Question Level Results are entered onto RAISEonline (formerly PAT).
RAISEonline is accessible on line with a password and provides
 Question Level Analysis.
 Individual pupil level (and raw scores).
 Cohort information.
Teachers ensure addition of Teacher Assessments for pupils working below test levels.

Where QLA is to be used it is important to agree a marking code that shows
which answers are correct / incorrect / not attempted


Using Data To Maximise Progress – The 12 Step Model                                 13
                                      Moderation
Developing an understanding of standards is a key aspect of good assessment practice
and takes place continuously in schools, in many different ways.
Moderation helps teachers to be confident that they are applying accurate and
consistent standards when they make their teacher assessments.
A cycle of moderation activities at class, phase and school level ensures effectiveness.
Moderation is most effective when the school allocates quality times on dates set within
the assessment calendar. (e.g. in place of staff meeting).

Moderation within a class or teaching group
Individual members of staff can confirm best-fit assessments through discussion and
review with other teachers, teaching assistants and other professionals.
Staff should:
  Focus on attainment of pupils.
  Agree the level to be awarded.
  Select and annotate samples of evidence for further moderation within the school.
In one school members of staff from different classes pair up to observe in the others’
classroom then compare notes about pupil outcomes.

Whole school moderation
Regular formal, cross phase moderation, drawing on the skills and knowledge of staff
across the whole school will:
  Focus on evidence collected and selected by staff to support their judgements.
  Enable discussion about the details of particular levels in each subject.
  Support staff development and assure the quality of summative assessments.
It may be useful to consider neutral evidence in the first instance as this helps to focus
on actual achievement and the development of objective judgements and gives the view
of another group of practitioners who have collated materials to moderate against.

Overview
It is helpful for one person to be designated as the decision maker/ leader of the
moderation process.
This person maintains an overview of different views expressed during the moderation
of each piece of work/ observation, facilitates appropriate discussion, and draws
conclusions at the end of the discussion.
This will involve making final decisions on the level that has been achieved and being
able to offer a justification of this.

Portfolio
After moderation, samples of evidence, comments and annotations from staff can be
collected into a whole school portfolio.
  The process of creating a portfolio moves the school towards agreed interpretations
     of levels.
The portfolio becomes a reference resource and reduces the need to collect large
amounts of evidence to substantiate individual assessments.




Using Data To Maximise Progress – The 12 Step Model                                  14
                                          P Scales
Statutory Duty
   The use of P scales and collection of P scale data for pupils who have special
    educational needs became statutory from September 2007.
   Schools are responsible for reporting P scale data to the DCSF for pupils with SEN,
    whose level of attainment is below level 1 at the end of KS1 and KS2 and KS3.
What are P Scales?
   The P scales are differentiated performance criteria for pupils with SEN working
    below Level 1.
   P Scales are for use with pupils with SEN and should not be used for pupils who
    use English as an additional language unless these children have additional special
    educational needs.
   P scales use 8 performance levels to illustrate learning that leads to Level 1.
   P1 to P3 show the earliest levels of general attainment, eg “…responds to noise.”
    NB It is unlikely that pupils working at these levels will be in mainstream schools.
   P4 to P8 show subject-related attainment.
When and how should P Scales be used?
   P scales operate independently of chronological age and should be used for
    assessment of pupils with SEN who are aged between 5 and 16 and are working
    below level 1.
   P scales have a role at key points in transition, eg from early years into KS1, KS4
    into post-16 but should not replace the Early Learning Goals for pupils in foundation
    stage.
   P scales use ‘best-fit’ professional judgements, based on the teachers’ knowledge
    of learner and an awareness of the contexts in which learning takes place.
   Evidence should be gathered over time. Judgements should not be made on a
    single piece of work.
   Staff should annotate samples of work for joint moderation exercises and to
    contribute to the development of a school P scales portfolio.
   When assessing pupils their special educational needs should be taken into
    account, eg
      - In English: criteria that apply exclusively to handwriting should be ignored when
         assessing pupils with physical disabilities –a level can be obtained through use
         of a computer.
      - In science: it may be inappropriate to expect pupils with significant hearing
         impairments to imitate/copy sounds.
      - In maths: pupils may solve problems using computer simulations rather than
         real objects.
Further information
   P Scales are not the same as PIVATS.
   Refer to the PIVATS information sheet.
   P Scales can be accessed from www.qca.org.uk/8798.html
   Additional P Levels and PIVATS information for York schools is available on CD,
    eg Submitting Data to the DCSF.
   Moderation materials are available from the East Midlands P scale website:
    www.pscales.com


Using Data To Maximise Progress – The 12 Step Model                                 15
                         PIVATS Assessments
Details can be accessed at www.lancashire.gov.uk/education/pivats
PIVATS (Performance Indicators for Value Added Target Setting) is
   A system to complement and work alongside statutory assessment at foundation,
    key stages 2, 3 and 4 which is linked to the National Curriculum average point
    score.
   An extended version of the revised P Scales. - Each of the level descriptions
    expressed as P1(i) to P8 and 1C to 4 has been differentiated into five stepping
    stones to lead to the P Scale milestone and national curriculum level 4.
   A tool to support curriculum development, school improvement and self-evaluation.
Use of PIVATS
The York LA recommends and supports the use of PIVATS assessments to:
 Track the progress of those pupils working well below age expected norms.
 Inform target setting for pupils of all ages whose performance is outside national
   expectations.
Lancashire database: www.lancashire.gov.uk/education/pivats/
   Schools are asked to complete PIVATS assessments annually.
   Results should be entered on the Lancashire data base by July 15 th.
   Further details are available in the PIVATS Guidance Booklet.
   Support is available from the Inclusion Development Service. (IDS)
PIVATS supports the Inclusion of all pupils it provides
   Common structure and language for schools and services to judge pupil
    performance.
   'can do' statements to assist effective assessment.
   An approach that may be used annually, as a baseline assessment or as a yearly
    measurement of added value.
PIVATS gives the level that the child is working at rather than the level achieved
  All staff should be clear about the relationship between P Levels, PIVATS and NC
   Levels.
 P Scales can be accessed from www.qca.org.uk/8798.html and further information
   and guidance on how to use P Scales is available at:
   www.standards.dfes.gov.uk/ts/guidance/specialneeds/
 This table supports teachers in using PIVATS assessments to provide information
   for the end of key stage submission of data as a P scale.
                                                P Level
             PIVATS Level
                                               Achieved
P4a, P5e, P5d, P5c, P5b                           P4
P5a, P6e, P6d, P6c, P6b                           P5
P6a, P7e, P7d, P7c, P7b                           P6          Levels recorded for areas
P7a, P8e, P8d, P8c, P8b                           P7            within English/ maths
P8a, NCL1Ce, NCL1Cd, NCL1Cc,
                                                  P8
NCL1Cb




Using Data To Maximise Progress – The 12 Step Model                                16
When should PIVATS be used?
   PIVATS is intended for summative assessment, it may be most appropriate to apply
    this at the same time as standard assessment tasks/tests (SATs).
   Immediately prior to an annual review for a pupil with a statement of special
    educational needs.
   PIVATS may also be used as a baseline assessment for a pupil of any age whose
    attainment and progress give cause for concern.
   It is not intended to be used for day-to-day assessment nor should it replace the
    finely graded assessment schemes used for individual assessment and curriculum
    planning.
Who is responsible for PIVATS?
   Teachers should use PIVATS to make rounded judgements about their pupils'
    attainment to apply a 'best fit' judgement.
   Teachers should lead the assessments. (With SENCO support if necessary).
   TAs and/or additional teachers working with the pupil should be involved in the
    assessment process.
   It is good practice at transition for the receiving teacher to be involved in the
    discussions about the pupil assessment.
   The SENCO should ensure that the assessment data is entered into the Lancashire
    Database.
   Primary schools should inform KS3 settings of pupils who have on line PIVATS
    assessments.
Which pupils need a PIVATS assessment?
   Pupils in KS1 who achieve, or are expected to achieve below L1 at the end of KS1.
   Pupils in KS2 who achieve, or are expected to achieve below L3 at the end of KS2.
   On the YOM this would be all pupils in the purple band and most of those in the lilac
    band.
   Pupils who have an uneven profile, with any significant areas for concern.
   Schools are advised to use professional judgement at all times.
   Further advice and support is available from ISS.
School level data
   PIVATS should be used when making summative assessments.
   Schools should ensure that Pupils with PIVATS assessments also appear on the
    whole school database and that’s targets are set and monitored for these pupils as
    for all others in the school.
   The SENCO and class teacher will need to collaborate with the assessment co-
    ordinator to agree overall subject levels to be entered and to ensure that individual
    subject targets are appropriately set.




Using Data To Maximise Progress – The 12 Step Model                                     17
                     Foundation Stage Profile
Further details available from www.qca.org.uk/163.html
The Foundation Stage Profile (FSP)
The use of the Foundation Stage Profile rests on the assumption that teachers build up
their assessments throughout the year on a cumulative basis, from ongoing learning
and teaching.
The Profile has been designed to reflect this process and can be completed periodically
throughout the year, using the evidence from ongoing assessment, to record the
achievement of particular items in the scales.
Six areas of learning
The Curriculum guidance for the foundation stage sets out six areas of learning
covering children’s physical, intellectual, emotional and social development.
All six of these areas of learning are included in the Profile:
  Personal, social and emotional development.
  Communication, language and literacy.
  Mathematical development (Problem Solving, Reasoning & Numeracy from Sep 08)
  Knowledge and understanding of the world.
  Physical development.
  Creative development.
A record of children’s development across all of these areas provides a picture of the
whole child at the end of the foundation stage.
Assessment scales
The FSP captures the early learning goals as a set of 13 assessment scales, each of
which has nine points. Early Learning Goals (ELGs) are presented individually or have
been split or combined, where appropriate, for ease of use.
Interpretation of Foundation Stage Profile Points at the end of FS2
Score            Indicates a child
0                with SEN who is following an alternative assessment.
1–3              working towards ELGs (well below typical achievement).
4–5              working within the ELGs (below typical achievement).
6–7              working within the ELGs (typical achievement).
6 + in ALL       with GOOD level of achievement within the ELGs and who shows
scales           consistency of achievement.
8                completion of the ELGs (above typical achievement).
9                working consistently beyond the ELGs (well above typical achievement at
                 the end of FS2.
National Assessment Agency – Annual Monitoring Report 2006
Points 4-8 are not hierarchical –
 A child could achieve point 7 but not point 5 in an area of learning
 There is no reliable numerical correlation between attainment in FSP and NC KS1
    assessments
 Use of data generated by the FSP relies on fully understanding the relationship
    between all 13 scales and how this is used to support the next steps in children's
    learning within a broad and balanced curriculum.


Using Data To Maximise Progress – The 12 Step Model                                18
                            Step 2 – Enter Data
Each school will need to agree roles and responsibilities for data entry in the light of
workforce reform.
Decisions on the format and detail of the data should be agreed by the SLT in
preparation for later analysis at all levels.
A suggested order could be:
           1. Record Marks.
           2. Complete Pupil Progress Tracker.
           3. Complete YAT*.
           4. Complete YOM*.
In addition schools may wish to:
           5. Produce Pie Graphs*                              *= available on the CD.
Completing YATS
YATS can be adapted to suit each particular school’s need.
e.g. second versions are available for higher attaining schools.
End of Year YATS should include the complete cohort of pupils.
   Use Progress Tracker to rank pupils by attainment.
   All pupils should be included.
   Use teacher assessment where there is no test result – code accordingly.
   Paste (or type) pupil names into the right box from this excel or other list.
   Ensure coding identifies pupils with SEN/Statement, eg Underline/colour/asterisk.
   Schools might choose to include one or more of the following:
         Raw scores.
         KS1 results.
         Previous year results.
         FFT estimate.
         Teacher assessment where different from test result.
   Count and enter numbers of boys and girls at each split-level.
   Total and enter the numbers of pupils at each split-level.
Completing YOM
 Prepare Separate Reading, Writing and Maths YOMs (e.g. subject, school, date ).
 Type in total numbers of pupils per cohort in relevant square.
 Use Completed YAT to identify the numbers of pupils at each split level.
 Type these numbers into the appropriate squares.
 Use FFT school estimates to complete FFT columns. FFT ‘D’ is recommended.
YOM on Word
 Count number of pupils in blue and green boxes and use to calculate percentage on
   track for Level 2+ at end of KS1, Level 4+ at the end of KS2.
 Count numbers of pupils in green boxes and use to calculate percentage on track for
   Level 3 at end of KS1, Level 5 at the end of KS2.
The ‘new’ 2008 Excel YOM
 Percentages are calculated automatically.

NB
Although the YOM contains a grid for Foundation Stage Profile (FSP) results this should
be used with extreme caution.



Using Data To Maximise Progress – The 12 Step Model                                    19
Producing Pie Graphs
The CD contains a facility to produce end of year graphs for each cohort,
 These are simple to complete and do not need in-depth knowledge of Excel.




Open the Excel File on the CD
   Use the YATS to find and enter the numbers of boys and girls at each split level
   The programme will:
         Calculate totals in the table.
         Calculate percentages at each split level.
         Produce and Colour code a pie graph in line with the YOM.
         Enable at glance recognition of issues for each cohort.
         Produce a simple bar chart showing attainment of boys and girls.
         Enable discussion of gender issues for each cohort.
         Print each worksheet onto one page.
Collating and reporting
     Pie Graphs can be cut and pasted into a word document, eg for
          Year Leader to consider and compare attainment in each subject.
          Subject Leader to compare attainment in each cohort.
          SLT to plan provision/interventions.




Using Data To Maximise Progress – The 12 Step Model                               20
     Step 3 - York Outcome Matrix – YOM
The YOM is available in Word and Excel versions




The YOM uses end of year assessments to provide whole school overviews.
The grid squares should be completed with numbers of pupils at each sub level.
Separate matrices should be produced for Reading, Writing and Maths.
The York Outcome Matrix (YOM)
   Is colour coded in line with the City of York SEN Criteria Guidance.
   Shows both National Curriculum (NC) points and split-levels.
   Reflects National expectations of standards at the end of each year.
   Is in line with DCSF recommendations for ISP schools.
   Provides a comprehensive end of year whole school overview of pupil attainment in
    each core subject (Reading, Writing, Maths).
   Is a composite grid which shows PIVATS, National Curriculum split-levels (including
    P Levels) and NC point equivalents for each year group from end of Year 1 to end of
    Year 6. The FSP grid should be used with extreme caution.
   Interpretations require professional judgements and appropriate knowledge of each
    pupil/school, particularly where squares on the matrix are marked with a ‘?’
   Can be used to support individual and cohort target setting.
National Curriculum Points
   There are 12 National Curriculum points between KS1 and KS2 (L2 – L4).
   Each point represents one terms progress.
   The expectation is for each pupil to make 3 NC points progress per year.
   6 NC points equal 1 NC Level.
Spilt – Levels
   Each NC Level is spilt into 3. A = Upper, B = Secure, C = Lower.
   Each pupil is expected to make 2 levels progress (6 split-levels) in the key stage.
   A Target of 2 split levels per year would result in progress of 8 split levels over the
    key stage. (The expectation is for each pupil to make 1 level progress over 2 years.)



Using Data To Maximise Progress – The 12 Step Model                                    21
                                  Using the YOM
The YOM provides a whole school overview of end of year attainment in each subject
and should be shared with all teachers.
Use of the YOM provides a basis for discussion at a number of levels.
Pupil Level – For one or each subject (Reading, Writing, Maths)
    The blank YOM provides LA guidance and moderation to support schools with
     decisions regarding level of special educational needs (Learning).
        - Further details are available in the SEN Criteria Document.
    The YOM enables York schools to have a common understanding of the attainment
     levels of each group of pupils at all 3 Waves of provision.
    The YOM can be used to set a numerical target and demonstrate pupil progress.
    Pupils should, where possible, aim to attain in the next colour band.
    A completed YOM should include every pupil in the school.
    An end of year assessment is required for every pupil in every subject.
Class / Cohort Level
    The YOM shows the pupil distribution in one subject within a cohort.
    Teachers can use this to plan appropriate teaching and learning.
    Issues can be identified – eg large numbers with SEN or more able pupils.
    Use with YATS (York Assessment Tables) to drill down to name pupils.
    Use with PPT (Pupil Progress tracker) and FFT (Fischer Family Trust) to identify
     underachieving pupils at each split-level.
    Each class teacher should be involved in setting appropriate end of term and/or
     end of year numerical targets for each pupil in each subject.
    Individual challenging but realistic targets should be set for pupils with Learning
     Difficulties and Disabilities working well below age expected norms.
    Class targets should be set to reflect these considered against FFT estimates.
    Trajectory towards targets can be plotted.
Subject Level - Subject overview -
    The YOM provides a clear visual overview of attainment in the subject.
    Comparisons can be made:
           - To Fischer Family Trust estimates.
           - Between cohorts.
           - With other subjects.
    Subject leaders can identify at a glance any issues in any cohort for their subject,
     eg numbers of higher attaining pupils, pupils with SEN.
    A subject YOM will help the subject leader to set challenging cohort targets and
     calculate numbers of pupils who should be targeted for additional interventions.
    Pupils can be identified by name using YAT with further analysis of progress and
     particular difficulties through PPT, QLA and discussion with class teacher.
    Cohorts can be tracked and progress towards FFT estimates measured using a
     separate YOM for each cohort that records year on year numbers and percentages
     on track for Level 4 and Level 5.


Using Data To Maximise Progress – The 12 Step Model                                   22
School Level – Whole school overview
   YOMs for each subject provide an end of year overview and record of attainment.
   Data is accessible which enables staff involvement in school improvement.
   Colour coding and forecasts highlight issues for further investigation.
   The YOM process is transparent and supports strategic planning, eg resource
    allocation, intervention management, deployment of additional staff, CPD,
    monitoring etc.
   Target setting – Challenging end of year targets (e.g. 90% of pupils to progress 2
    split levels) can be set in each subject for the whole school and then demonstrated
    on the Matrix.
   Target setting – End of Key Stage targets can be similarly set. Progress targets of 2
    NC Levels per key stage are recommended.
Foundation Stage Profile (FSP) Points
The YOM includes a grid for FSP points, which should be used with extreme caution.
 Many pupils have only been at school for a short time.
 It would be inappropriate to label pupils too early and possibly place limits on
   learning.
 There is currently no reliable numerical correlation between attainment in FSP and
   NC KS1 assessments.
 Use of data generated by the FSP relies on fully understanding the relationship
   between all 13 scales and how this is used to support the next steps in children's
   learning within a broad and balanced curriculum.
However the colour coding reflect the following guidance from DCSF
Score           Indicates a child
0               With SEN who is following an alternative assessment.
1–3             Working towards ELGs (well below typical achievement).
4–5             Working within the ELGs (below typical achievement).
6–7             Working within the ELGs (typical achievement).
6 or more       With GOOD level of achievement within the ELGs and who shows
in ALL scales   consistency of achievement.
8               Completion of the ELGs (above typical achievement).
9               Working consistently beyond the ELGs (well above typical
                achievement at the end of FS2.
Possible Indicators
It is suggested that the following could be used as indicators in order to ensure early
intervention for those pupils still working towards ELGs.
The complete FSP, particularly PSED will provide other important information about
each identified child.
            Subject          Indicator
            Maths            MATHS: Calculating.
            Reading          CLL: Linking Sounds and Letters.
            Writing          CLL: Writing.
                             CLL: Language for Communicating and Thinking.




Using Data To Maximise Progress – The 12 Step Model                                   23
                               Analysis of YOM
Some example questions for consideration:
Pupils on Role
   Are any cohorts smaller/larger?
   What is the effect? – eg Size of classes, mixed age classes, sets.
   What has been the impact of these grouping strategies?
FFT estimates (FFT Information)
  How do FFT estimates compare with the target set by the school?
      Discrepancies may occur as a result of pupil movement in or out of the school.
 Is any subject better/worse?
 Are differences related to cohort or subject?
For each subject consider:
 Which cohorts are on track to achieve or exceed FFT estimates?
 Which cohorts are not on track? Why?
 Are there any whole school issues emerging?
For each cohort in each subject (Reading, Writing, Maths)
   Consider the spread of pupils. (Also use Pie Graphs)
   Most pupils should fall within blue (or green) bands.
   Do any cohorts have large numbers of pupils in other squares?
   How many KS1 pupils need to move from blue to green to achieve FFT L3?
   How many KS1 pupils need to move from yellow to blue to achieve FFT L2+?
   How many KS2 pupils need to move from blue to green to achieve FFT L5?
   How many KS2 pupils need to move from yellow to blue to achieve FFT L4+?
   How could the above be achieved?
   Will any cohort require more provision than others? What sort?
   Compare cohort results with those of previous years. What is the trend?
   Identify any whole school issues.
LDD – Learning Difficulties and Disabilities
   How many pupils in each cohort fall within pink/lilac/purple squares?
   Are there discrepancies between cohorts? Why?
   Drill down to identify pupils by name. (Use YATS or PPT or add to excel YOM))
   Are these pupils already identified as having SEN?
   How is teaching and learning monitored?
   What interventions have they received? – Has it been effective?
   How have interventions been evaluated?
   What is the FFT estimate for each pupil?
   Which pupils require a PIVATS assessment? Has this been undertaken?
   Are pupils on track to achieve or exceed FFT/PIVATS estimates? If not, why not?
   What progress has each pupil made from previous year?
   Is the level of need (Action/Action +/Statement) still correct for each pupil?
   Has progress been regularly reviewed and discussed with parents?
   What provision is required for each of these pupils to make progress?
   How will this be planned and delivered?

Using Data To Maximise Progress – The 12 Step Model                               24
Higher Attaining Pupils
For each subject:
 How many pupils in each cohort in each green square?
 Are the percentages on track for level 5 in line with FFT estimates?
 Are there discrepancies between cohorts? Why?
 Drill down to identify the highest attaining pupils by name. (Use YATS/PPT)
 Are these pupils already identified as being more able?
 What additional provision has been made?
 Has this been effective? What is feedback from pupils?
 How many pupils are in the blue square just below green? Who are they?
 What is the FFT ‘D’ estimate for each pupil?
 Is each pupil on track to achieve or exceed FFT estimates? If not, why not?
 What progress has each pupil made from previous year?
 Identify by name any pupil who is under performing at this level.
 What action is needed to maximise progress for identified pupils?
 Identify any whole school issues.
Pupils working just below age expectations (Yellow squares)
For each subject:
 How many pupils in each cohort are in yellow squares?
 What percentage of each cohort is this (use Pie graphs)?
 How do cohorts/subjects compare?
 If the end of KS forecast is lower that FFT, how many pupils need to move?
 Drill down to identify these pupils by name. (Use YATS/PPT).
 What progress has each pupil made in the last year?
 Identify those pupils on track for FFT target, those stalled and those underachieving.
   (Not on track for own FFT estimate).
 How is teaching and learning monitored for these pupils?
 What provision have these pupils already received? (At Wave 1 and 2).
 What has been the impact? How was this evaluated?
 How well are Wave 2 interventions linked to whole class teaching?
 Does the QLA identify any particular difficulties for individual or groups of pupils?
 What other issues affect learning for each pupil, eg attendance, BESD?
 What action is needed to maximise progress for identified pupils?
 Identify any whole school issues.
The Excel YOM
The Excel YOM has additional facilities to:
 Calculate percentages on track for Level 4 and Level 5.
 Assist schools to consider the numbers of pupils that need to make accelerated
   progress. (Different numbers can be trialled to change percentages).
 Show the names of pupils in a comment box for each square.
          The comment box is displayed when the cursor is passed across each cell.
          To edit the box, right-click and choose “Edit Comment”.




Using Data To Maximise Progress – The 12 Step Model                                 25
Using Data To Maximise Progress – The 12 Step Model   26
Step 4 – York Assessment Tables (YATs)
Maths YAT             Example Primary School          End Yr 3   May 2008
                                                                            YATS are available in
                                                                            this format for each
                                                                            year group
                                                                             End Yr1
                                                                             End Yr2
                                                                             End Yr3
                                                                             End Yr 4
                                                                             End Yr 4 - Higher
                                                                             End Yr 5
                                                                             End Yr 5 - Higher
                                                                            They should be
                                                                            completed for :
                                                                             Maths
                                                                             Reading
                                                                             Writing


The York Assessment Tables (YATs)
   Collate End of Year/Optional STA assessments.
   Should be completed in June/July of each year.
   Are easy to understand by staff at all levels.
   Provide a simple, colour-coded representation of the distribution of pupils by:
           cohort (or class.)
           core subject (Reading, Writing, Maths.).
           gender.
   Provide a record of individual pupil achievement.
   Enable identification of individual pupils within each sublevel.
   Are easily adaptable to meet each school’s specific requirements.
Each YAT highlights
   Pupils on track for Level 4 in blue.
   Target/borderline pupils in yellow.
   High Achievers in green and
   Pupils for whom PIVATs would be appropriate in purple.
Additional information can be included e.g
Adjacent to pupil name:
 Raw Score.
 Previous assessment, eg KS1/Previous year.
 Fischer Family Trust estimate.
 Coloured dot for previous year’s band.
 Underlined / asterisked * / different colour font.
 Pupils with additional needs, eg SEN, BESD, Access issues, AG+T.
 Previously targeted pupils and/or those who have received specific interventions.
 Pupils from different classes/sets or groups.


Using Data To Maximise Progress – The 12 Step Model                                            27
                                      Using YATs
YATS can be used in conjunction with the York Outcome Matrix (YOM) and the pupil
progress tracker (PPT) to:
 Understand end of year data for each cohort and for each subject.
 Drill down to identify individual pupils achieving at each level.
 Highlight pupils not making expected progress towards FFT estimates.
 Inform strategic planning, eg Provision, resources, interventions etc.
 Set Targets for individuals, groups and cohorts.
Questions and action for class teachers
   What is the distribution of pupils?
   Are there any issues regarding gender / numbers of pupils in any group, eg: AG+T,
    SEN / Pupils from different classes/sets?
   Use teacher assessments to consider if any pupils need to move groups.
               How many pupils are in the focus (yellow) bands?
               Use professional judgement to identify and mark the more able of these.
               Consider the pupils on track for L4.
               Mark those who could (or should) achieve L5.
   Which pupils are on track to achieve FFT estimates?
   Which pupils have made 2 split-level (4 points) progress? Which haven’t? Why?
   Identify and record names of underachieving and under attaining pupils with notes
    for SLT/next teacher including specific difficulties and suggested action.

                                                      This outline is available on the CD
                                                      as an example of the type of
                                                      analysis that could be undertaken by
                                                      each class teacher.




Using Data To Maximise Progress – The 12 Step Model                                  28
Questions for subject leaders
   Use YOM for an overview of the subject.
   Identify groups.
   Use the YAT to drill down to individual pupils.
   With class teacher discuss and identify pupils.
   Not on track for FFT estimates – i.e. underachieving.
   Who have made little or no progress.
   Pupils who have made greater progress than expected.
   Identify specific difficulties, which have impacted on learning.
   Consider provision.
Questions and action for SENCOs
   For each cohort - identify by name all pupils in purple/pink bands.
   Check and Identify pupils not on track for FFT estimates.
   Pupils with FFT estimates approx 3.5+ should not be considered SEN.
   Discuss action for underachieving pupils with intervention team.
   Ensure PIVATS assessments have been completed where appropriate.
   Moderate all teacher assessments for these pupils working below level of test.
   What progress has been made by each of these pupils with LDD?
   Evaluate progress of pupils with other SEN.
   Is each pupil at the correct level of need? – Action, Action+, Statement.
   Are all levels of need correctly recorded on the school data base (For PLASC).
   What interventions have been successful (or not) how are these evaluated?
   Review progress and plan future action with class teacher pupil and parents.
   Use all information to plan provision at Wave 3.
   Ensure transition arrangements are in place.
   Consider any CPD issues for teachers/TAs.
Questions and action for AG+T Coordinator
   For each cohort - identify by name all pupils in green squares.
   Compare attainment in each subject.
   Discuss particular strengths with the class teacher. Note other abilities.
   Monitor progress of all pupils previously identified as more able.
   Identify any not on track for FFT target.
   How have additional needs of more able pupils been addressed in school?
   Evaluate provision - Use book trawl, interview with pupil/parents.
   Consider CPD issues for teachers/TAs.
Questions and action for senior leaders/headteacher
   Enable analysis of data by teachers.
   Consider and identify whole school issues related to cohorts, subjects, teaching.
   Identify pupils not making expected progress.
   Monitor attainment and progress of individual, groups and cohort of pupils.
   Review success of interventions / teaching and learning / resources.
   Plan appropriate provision.
   Use data to complete SEF and inform school development plan.




Using Data To Maximise Progress – The 12 Step Model                                     29
                      Foundation Stage YATs




This is one example of how the YATs system can be used as a record of each pupils
Foundation Stage Profile (FSP) points at the end of Reception.
Separate YATS can be made for Maths, PSE etc. (Other variations can be produced)
The colour coding should be used with caution and each pupil’s attainment considered
within the context of the whole FSP.
It is suggested that the following could be used as indicators in order to ensure early
intervention for those pupils still working towards Early Learning Goals (ELGs).
               Subject           Indicator
               Maths             MATHS : Calculating
               Reading           CLL: Linking Sounds and Letters
               Writing           CLL: Writing
                                 CLL: Language for Communicating and Thinking
The complete FSP, particularly PSED will provide other important information about
each identified child.
Using FSP YATs – Some questions
   What is the distribution of pupils?
   Are there any issues regarding gender/numbers of pupils in any column?
   Are there any issues regarding different aspects?
   Are January entry pupil identified? Are there any issues for this group?
   How are assessments moderated?
   How many pupils are achieving 6+ points in all subjects? (Achieving ELGs)
   Who are these pupils?
   Which pupils are achieving a majority of 8+ points?
       Identify any areas with lower FSP. What issues are there for these pupils?
   Which pupils appear mostly in the purple column (FSP 1, 2, 3)?
   What are the issues for each of these pupils? Age? LDD?
   What support/intervention does each pupil require?
   For each subject – Which pupils are working within yellow bands (FSP4/5)?
   What interventions should be planned in YR1?


Using Data To Maximise Progress – The 12 Step Model                                  30
           Step 5 – Track Progress (Pupils)
Effective tracking of every pupil’s progress is essential in promoting the achievement of
high standards.
It ensures that pupils make good progress throughout their school career and where
progress slows or stall, difficulties can be picked up quickly and appropriate action
taken.
Pupil progress should be tracked regularly and systematically through a whole school
system, which involves all staff.
It is essentially a cyclical process of data gathering and analysis, which informs target
setting, the reviewing of teaching programmes and provision planning.
 ‘Good schools use data to focus on better outcomes, with a particular emphasis on
raising attainment, for every child regardless of circumstances.
Many children who do well at one stage of their education slow down or even stall
completely at other phases. There is nothing inevitable about this.
It is appropriate to develop ways to measure, assess, report and stimulate progress in
our schools – so that every child develops at the best pace, and no child gets left
behind.                          Making Good Progress DfES 00030-2007DOM-EN


Key Stage 1 – Possible Trajectory
 Early      End         End
  Yr1       Yr1         KS1        Tracking of progress across years 1 and 2 should result in
  P6        P7          1C         targets for pupils to reach level 2C as a minimum and
  P7        P8           1B        ideally 2B+ at end of YR 2.
  P8        1C         1A/2C       Pupils not making appropriate progress should be
  P8        1B          2C         identified and action taken.
  1C        1B          2C
                                   For pupils with SEN/LDD schools should set appropriately
  1C        1A           2B
                                   ambitious targets that closely reflect pupils’ performance
  1B        1A           2B
                                   as well as national priorities focusing on pupil learning
  1A        2C           2B        outcomes.
  1A        2C           2A
  2C        2C           2A
  2C        2B          3C
  2B        2A           3B
KS1 – KS2. Possible Trajectory
YR2 YR3 YR4 YR5 YR6                     KS1 TA and test results and tracking of progress in.
1B       2A      4C                     YR3, YR4 & YR5 should result in targets for all
                                        children who achieved L2 at KS1 to reach level 4 in.
1A       3C      4C                     English and Maths together with a proportion of those
2C       3B      4B                     with level 1, depending on the interventions used to
2B       3A      4A                     accelerate their progress.
2A       4C      5C                     Pupils with those types of Special Educational Need
3C       4B      5B                     which mean achievement of level 4 is unlikely should
3B       4A      5A                     have targets which help them to progress as far as
                                        possible and by 2 levels if appropriate.




Using Data To Maximise Progress – The 12 Step Model                                       31
                       Pupil Progress Trackers
A Pupil Progress tracker details and records pupil attainments in each subject in order
to record and enable monitoring of progress towards end of key stage targets and FFT
estimates.
It is crucial to identify at the earliest opportunity where a pupil is making slow progress
or where progress has stalled.
A tracking system is only useful when issues are identified from its use, prioritised, and
then actions are planned and carried out.
The system should be ongoing and sustainable with pupil assessment planned for at
regular intervals.
Care should be taken not to make the planned assessments and gathering of data too
burdensome for staff or pupils.
SLT should lead on moderation to ensure assessments are valid and reliable.
Levels or grades should be securely based.
For termly tracking see Step 10 Monitoring Progress - Class Progress Ladder.
Recommendations for an effective tracker
 Simple to use and accessible to all teachers (or consider training).
 Print function (onto one or two pages) – Report templates.
 Sort/filter facilities.
 Colour coding to highlight underachievement.
 Enable Target setting.
Local schools use a range of Pupil Progress Trackers.
Type               Pro                                      Caveats
Whole school  Collates all the information about            Not easy to export /
Data systems    each pupil in one place.                      interrogate.
e.g. Integris  Eliminates duplication (or double            Can only be accessed on
Assessment      entry).                                       dedicated computers.
Manager.       Data can be exported.                        Security and training issues
                                                              mean it is not easily
                                                              accessed/used by all staff.
Commercially       
                  Wide range of facilities.                  Can be expensive.
produced           
                  Automatic colour coding.                   Not all facilities are relevant.
tracking           
                  Usually has guidance/tutorial.             Needs specific training for
systems.           
                  Often highlights underachievement.           staff.
                   
                  Often sets targets.
Schools’ own       
                  Simple.                                 Needs commitment to
tracker            
                  Usually colour coded.                    develop and ensure
system.            
                  Accessible to all.                       continuity if creator leaves.
                   
                  Created to fit schools needs.           Can be too simple.
                   
                  FFT estimates and/or schools            Some Excel competence
                  targets can be included.                 required.
Examples of trackers used in school are available on the CD.



Using Data To Maximise Progress – The 12 Step Model                                     32
Example Pupil Progress Trackers – 1 Simple




   Provides the simplest of records.
   One page per cohort for all subjects.
   Includes the standardised scores (SS) at KS1 and KS2.
   Includes the FFT Target for each subject.
   This could be used to track progress of any group eg EAL.




Similar to above but has:
 One page, per cohort, per subject.
 Traffic light system highlights split level progress in each year.
 Coding I split level 2 or more split levels No Progress.
Both examples are available on the one excel file.

Example Pupil Progress Trackers – 2 Archbishop of York Junior School




   Has different worksheets for each subject .
   Uses both points and split levels.
   Provides both FFT ‘B’ and ‘D’ estimates.
   Sets end of year targets for expected trajectory towards FFT targets.
   Highlights pupils not on track Red and pupils exceeding target Green.
   Considers year on year progress in split levels..
   Colour codes progress 1 split level 2 or more split levels Less that 1 split level.
   Calculates progress in split levels from KS1.




Using Data To Maximise Progress – The 12 Step Model                                  33
Example Pupil Progress Trackers – 3 Yearsley Grove Primary School




    No progress
                                                                         On track to meet FFT
    1 split level progress
                                                                         Not on track to meet FFT
    2 split level progress
                                                                         Should exceed FFT
    3+ split level progress

   Considers all subjects for each child.
   Tracks progress from Year 1.
   Uses split-levels.
   Includes FFT ‘B’ estimates but this could be ‘D’.
   Highlights year on year progress and pupils trajectory towards FFT estimates.
   Can be used to consider progress of groups of pupils, eg SEN, EAL, AG+T.
Example Pupil Progress Trackers – 4 Infant School




   One page per subject.
   School enters own end of Key Stage target.
   Allows recording of termly assessments.
   Can include FSP points.
   Additional columns could be added for more frequent assessments. (or use CPL).
   Colour coding could be included as in other schools.
Questions to ask.
For each pupil:
  Is the pupil on track for end of Key Stage targets in all subjects?
  Is progress better or worse in any one subject?
  What reasons might there be for this?
Identify pupils making good progress.
  Celebrate and consolidate learning.
  Ensure targets provide enough challenge.
Identify pupils making no progress.
  Is this the case in every subject?
  What reasons might there be?
  What action needs to be taken?


Using Data To Maximise Progress – The 12 Step Model                                                 34
                                        Record Progress
Pupil Progress Trackers calculate the progress made be each pupil in each subject
either in split-levels and/or by National Curriculum points.
The head and SLT should collect and detail progress for pupils (by gender) in each:
 Class/set.
 Group (e.g. SEN, EAL, AG+T).
Example of Class or Group Record of Progress
For each year or group (e.g. SEN/EAL).
          Writing Progress                      Reading Progress                       Maths Progress
                     Split Level                            Split Level                           Split Level
         No:    0     1      2     3+           No:    0     1       2    3+           No:   0     1      2     3+

 Boys                                   Boys                                   Boys
 Girls                                  Girls                                  Girls
 Total                                  Total                                  Total
  %                                      %                                      %

Example of Pupil Progress Matrix
Pupil Progress Matrix available on CD – NB Part only displayed.

                                                               Numbers of pupils should be entered into
                                                               each square.
                                                               No progress                   = Red
                                                               I split-level progress        = Yellow
                                                               2 split-level progress        = Amber
                                                               3+ split-level progress       = Green
                                                               This provides a simple visual representation
                                                               of progress for pupils with any cohort.
                                                               The validity of colour coding particularly for
                                                               pupils with LDD necessitates professional
                                                               judgement.




NB - There are no nationally agreed criteria for judging progress.
Example of Progress Record
                                                                                This can be completed for
                                                                                each subject to identify issues
                                                                                for any cohort.

                                                                                The CD has 2 whole school
                                                                                Progress Overviews one using
                                                                                points and one for split-levels.




Using Data To Maximise Progress – The 12 Step Model                                                                  35
                   Track Progress – Cohorts
FFT trusts estimates (above) are produced to assist schools with detailed and
diagnostic self-evaluation.
The School should record, track and analyse the progress of each cohort towards FFT
estimates.
Schools are advised to consider FFT ‘D’ Estimates.
YOM
A YOM can be used to track year on year attainment for each cohort in each subject.
When analysing this data schools should be aware that although results are for the
same cohort, the pupils might not be matched. (e.g. In view of mobility).
Example Cohort Tracker




Questions to ask
Consider each subject:
 Are all cohorts on track for FFT estimates?
 Are any cohorts unlikely to meet FFT estimates?
          Why? What can be done to improve results?
          Return to YOM + YAT to identify individual pupils.
 Are the percentages on track the same as or higher than in the previous year.
          If not: why not?
Consider each cohort:
 Compare subjects.
 Is the cohort broadly in line with FFT estimates in all subjects?
          If not: why not?
 Are the percentages on track the same as or higher than in the previous year.
          If not why not?
Identify any cohort or subject good practice or issues. Disseminate and discuss.


Using Data To Maximise Progress – The 12 Step Model                                36
          Step 6 – Question Level Analysis
Question Level Analysis (QLA) allows schools to investigate the performance of pupils
in various curriculum areas covered by the statutory and QCA optional tests and identify
areas of strength and weakness through the test results.
Features
Questions are marked – Right, wrong or not attempted.
These individual marks are entered into the programme for each pupil.
 Analysis can be undertaken at cohort, group and/or individual pupil level.
 A range of graphs can be produced including breakdown of responses, eg




This can be broken down further:
 To identify difficulties for each group of pupils.
 To consider individual pupil responses.
QLA is appropriate for all but should be analysed in depth for underachieving pupils.
Through careful scrutiny of papers it is possible to:
 Assess understanding of teaching of numeracy.
 Assess understanding of teaching of reading/writing.
 Identify areas of difficulty for individual pupils.
 Identify areas of difficulty within a set, group or cohort.
 Set curricular targets.
 Plan focussed teaching.
 Revisit cohort planning to ensure teaching points are embedded in planning.
 Plan school development to address difficulties.
Use question level data to inform
   Curriculum planning.
   Interventions for particular groups of pupils.
   Personalised learning for individual pupils.



Using Data To Maximise Progress – The 12 Step Model                                 37
                                       Using QLA
Teachers – Some questions
 Which questions were answered correctly? Which incorrectly? Which omitted?
 Which types of questions caused problems? (For which groups?)
 What should be the focus of teaching and learning next year to enable these
   questions to be answered more accurately? (For this cohort and next cohort)
 Which types of questions were consistently well answered?
Use actual papers to drill down to individual pupil level to:
 Investigate incorrect answers.
 Determine types of mistakes.
 Investigate strategies used/misused.
 Inform teaching.
Curriculum – Some questions
Use QLA analysis to plan teaching and learning for next year.
 What are cohort/class weaknesses/strengths?
 Which learning objectives have been met/not met?
 What teaching strategies have been particularly successful?
 How can these be shared?
 Which areas of curriculum need a particular focus?
 Which pupils need interventions at Wave 2, 3?
 What curricular targets should be set for each group of pupils?
Head and SLT – Some questions
Consider the data in subjects and for cohorts.
 Are there any whole school issues?
 Are there any issues for cohorts, groups of pupils or particular subjects?
 How will QLA Inform development of teaching and learning throughout school?
 What CPD is required?
Use QLA analysis for
   Discussion with individual pupils.
   Reporting to parents.
   Informing SENCO.
   Informing AG+T coordinator.
   Discussion with receiving teacher.
   Making individual pupil forecasts (End of Key Stage).
   Setting curricular targets.
   Setting individual pupil targets.
   Planning interventions.(e.g. Focus Group/Booster/Springboard/ALS/SEN).
   Planning CPD (Whole staff and individual teacher/TA).




Using Data To Maximise Progress – The 12 Step Model                              38
                   Step 7 – Plan Strategically
All available information about individual pupils, groups, cohorts and the school should
be gathered in order to plan strategically to maximise the progress of identified
vulnerable or underachieving pupils and for school improvement.
 PNS lists Core Data related to Presence, Participation and Achievement. (On CD)
 Use information from analysis of YATS, YOM, CPL and PPT.
Quality First Wave 1 Teaching
   All pupils are entitled to Quality First teaching, which should be routinely monitored
    for relevance to all but especially vulnerable groups.
   Strategic planning should address identified needs and identify provision to be
    considered in addition to good classroom teaching.
   Interventions are not intended to ‘shore up’ weak teaching.
    ‘Although good classroom teaching is the bedrock of effective practice,
    most research suggests that children falling behind their peers, need more
    help than the classroom ordinarily provides. This help requires coordinated
    effort and training’. Greg Brookes DCSF 2007
Planning
   Complete a whole school in depth audit of additional needs.
   Discuss issues around prioritisation in order to reach a shared view.
   A Must/Should/Could list could be produced for each year group.
   Consider the effectiveness of Wave 1 teaching.
   Evaluate the effectiveness of previous interventions/provision.
   Plan 3 Waves of provision.

                                                      Comparison
                            Audit of Needs            with existing
                                                       provision


                          Planning in the             Evidence on
                          light of available          what works
                          school budget

Intervention leadership team
An intervention team is recommended so that the needs of all vulnerable groups are
strategically planned for. A team may consist of:
 Head or Deputy Head Teacher.
 Assessment coordinator.
 Leading Teacher for intervention.
 Literacy and Mathematics coordinators.
 SENCO, EMA, G&T and/or inclusion coordinator.
 Designated teacher for Looked-after Children.
 The school's lead person for SEAL/Social and Emotional learning/Behaviour.




Using Data To Maximise Progress – The 12 Step Model                                    39
                             Provision Planning
A well constructed, implemented and evaluated provision map can be created using the
following model from the Primary and Secondary National Strategies.


                                                     Step 2:
                                              Compare projected
                         Step 1:               year group needs
                     Audit projected          with current pattern            Step 3:
                    need using end of           of provision and          Identify available
                      year data and             identify changes           school budget.
                     identified pupil               and staff
                         needs                    development
                                                     issues.



             Step 7:                                                                          Step 4:
                                       Step 6:
        Establish systems                                                                  Consider the
                                   Identify criteria
        for evaluating the                                       Step 5:                 evidence on what
                                 and processes for
         effectiveness of                                                                 works and plan
                                 tracking children’s           Plan for staff
         your provisions,                                      development.                the provision
                                    progress and
        involving parents                                                                map for the next
                                     monitoring
          or carers and                                                                     school year.
                                       impact.
             children.
                                                                                                            3.15

What is a Provision map?
A provision map is an ‘at a glance’ way of showing a range of provision the school
makes for children with additional needs.
Provision mapping is embedded in the school improvement cycle, in which the school
asks:
   How well are we doing?
   How do we compare with similar schools?
   How well should we be doing?
   What more can we achieve to make this happen?
   What must we do to make this happen?

                                           How well are
                                           we doing?



                             Taking
                             action and     Cycle for          How well
                                            School             should we
                             reviewing
                                            Improvement        be doing?



                              What must we                What more
                              do to make it               can we aim
                              happen                      to achieve




Using Data To Maximise Progress – The 12 Step Model                                                     40
Provision Maps
    Can reduce paperwork and bureaucracy.
    Support strategic planning to ensure the effective use of school’s resources.
    Enable staffing and skills to be matched to the needs of pupils.
    Ensure that pupils receive a more coherent provision.
    Highlight, track and monitor provision for individual and groups of pupils.
    Support the costing of provision and effective budget management.
    Provide reporting information for SEF, Governors etc.
    Provide clear and transparent information for Local Authority monitoring.

A choice of termly and yearly provision maps developed in York schools is provided on
the CD of which these are two examples.




Details on a Provision Map
    Short-term interventions for individuals or small groups, which are in addition to
     daily lessons.
    Initials of pupils in each intervention-so their provision may be tracked.
    Length of time it will be implemented for (e.g. Ten Weeks, daily x 20 minutes).
    Who delivers the provision (e.g. HLTA, specialist teacher)?
    Cost in funding or time.

Provision Recording and Tracking
Schools should consider how interventions for individual pupils are recorded and
tracked. A whole school example has been created on Excel and is available on the CD.




Using Data To Maximise Progress – The 12 Step Model                                       41
                                    Interventions
The next step in planning provision is to make choices about the particular interventions
that will be used.
It is essential that these choices be based on evidence, so that the interventions used
will be those that have a proven track record of impact.
Effective interventions are provided in addition to the daily lesson.
Key Principles
    Interventions will usually have research-based evidence of success with the target
     group.
    The class teacher should always be responsible for the intervention when teaching
     assistants are delivering it.
    The intervention should be time limited. Research shows that an intervention with a
     time frame of 12-20 weeks is most effective. Pupils can be expected to double the
     progress they normally make.
    All interventions should have a pre and post assessment in order to ensure the
     pupil is making significantly more progress than would be made without. It is the
     class teacher’s responsibility to assess the pupils.
    All personnel delivering any intervention need to be suitably trained for that specific
     intervention.
    The resources needed for the intervention should be readily available. Time should
     be allocated for planning and preparation.
    Fidelity to group size and timings proposed in each intervention ensure maximum
     effectiveness.
    Pupils should spend approximately 15 – 20 minutes per day, every day on the
     intervention.
    The intervention should be closely linked to the whole class literacy hour or daily
     mathematics lesson.
    The class teacher must reinforce key points of the Wave 3 intervention by providing
     opportunities for children to apply their learning across the curriculum.
    The class teacher should spend at least one session during the independent part of
     a daily lesson focusing on element of the intervention. (Evidence shows that class
     teacher’s individual attention is central to motivation and developing self-esteem).
York Intervention Grid – YIG
The York Intervention Grid (YIG) provides links to the most effective interventions
proven locally and/or recognised nationally.
Intervention Planning Tools provide detailed information and support planning, delivery
and review.
The YIG and locally written
Intervention Planning Tools for each
intervention are available on the CD.

Acknowledgement is given to Jean Gross,
Director of ‘Every Child a Reader’, who
introduced them to York Head Teachers
and SENCOs.




Using Data To Maximise Progress – The 12 Step Model                                    42
Measuring the Impact of Interventions
DCSF research ‘What works for children with literacy difficulties – The effectiveness of
intervention schemes’ (DCFS 006888-2007BKT-EN) identified ‘that good impact,
sufficient to at least double the standard rate of progress-can be achieved’.
This impact has also been shown through data collection of pre and post intervention
assessments in York schools.
Schools should have high expectations of progress for pupils receiving intervention
programmes.
Early intervention in Y1 in York has been key to narrowing the attainment gap. For
example a typical child included in an intervention.


The impact of ‘Spaced Out’ mathematics intervention for Aidan
July 2006 Reception
       Attained 3 points on Foundation Stage Profile (age expected is 6+ points)
          th
January 9 2007 Year One
       Pre Intervention Assessment: P8d
         th
March 28 2007
       Post Intervention Assessment: National Curriculum Level 1Bc
Impact of Intervention
        National Curriculum gain of 4.4 points in ten weeks
        (All children are expected to make 3 points in a year)
Sustainability
              th
December 10 2007 Year 2 Assessment
      National Curriculum Level 2C = age appropriate level of achievement



Recording Impact



                                                            This proforma available on the CD can
                                                            be used:
                                                             To support schools in monitoring,
                                                              evaluating and tracking the
                                                              progress of pupils receiving
                                                              interventions.
                                                             To record the impact of the
                                                              intervention.
                                                             To enable evaluation of the
                                                              intervention.




Using Data To Maximise Progress – The 12 Step Model                                         43
Using Data To Maximise Progress – The 12 Step Model   44
                 Step 8 – Analyse Outcomes
Effective use of data on pupil performance is an essential part of the school
improvement process and is one of the key levers for change.
End of Keystage Outcome Data provides one of the principal indicators of the outcomes
of the education provided by schools, for use by a range of stakeholders.
It helps to pose and answer questions about:
  Current standards.
  Trends over time.
  The progress made by individuals and groups.
City of York Management Information Service (MIS)
MIS recognises that effective self-evaluation is based on effective data analysis and is
instrumental in working with headteachers in planning and providing quality support to
schools by:
  Collating a wide range of pupil, school and LA level data from a variety of sources.
  Comparing the results and trends of local schools with national figures and trends.
  Producing a School Summary Report for each school.
  Providing a FFT Analyses summary to support school self evaluation.
  Creating innovative tools to support target setting based on FFT estimates.
  Producing a Quick Data Disc for each school. (Plans are for this to move to a web
     based tool).
Quick Data Disc (QDD)
The Quick Data Disc collates and compares all pupil, school and LA data relating to:
 Foundation Stage.
 Key Stage 1.
 Key Stage 2.
The Key Stage 2 Data is collated in the following folders:
  Attainmment.
  FFT Estimates.
  FFT Self – Evaluation.
  Value Added.
  Progress Matrices
  RAISEonline reports.




The CD provides an overview guide to assist with navigation of the KS2 part of the QDD
Sections highlighted green have shown to be particulalry useful for simple analysis.




Using Data To Maximise Progress – The 12 Step Model                                  45
                                     RAISEonline
Reporting and Analysis for Improvement through School Self-Evaluation.
RAISEonline is the new web-based system, which disseminates school performance
data and replaces Ofsted Performance and Assessment (PANDA) reports.
The City of York Management Information Service (MIS) will keep York schools abreast
of development in RAISEonline and highlight the most useful functions.
RAISEonline full reports are included on the Quick Data Disc.

RAISEonline aims
To:
 Enable schools to analyse performance data in greater depth as part of the self-
  evaluation process.
 Provide a common set of analyses for schools, Local authorities, inspectors and
  School Improvement Partners.
 Better support teaching and learning.

RAISEonline Features include
 Reports and analysis covering the attainment and progress of pupils in KS1 + KS2,
  with interactive features allowing exploration of hypotheses about pupil performance.
 Contextual information about the school including comparisons to schools nationally.
 Question level analysis, allowing schools to investigate the performance of pupils in
  specific curriculum areas.
 Target Setting, supporting schools in the process of monitoring, challenging and
  supporting pupil performance.
 Data management facility providing the ability to import and edit pupil level data and
  create school-defined fields and teaching groups.
School Access
RAISEonline is accessible through the following link http://www.raiseonline.org/
 Access details have been sent to the Head teacher of all Primary schools.
 Schools have been provided with an Administrator account, which allows them to
  create further users for their school.
 The creation of additional accounts is the sole responsibility of the school.
Log in
Users should log in using the username and Password then refer to:
   Getting Started.
   Online Tutorials.
   Help materials for assistance in using RAISEonline.
   Latest News of updates on development.




Using Data To Maximise Progress – The 12 Step Model                                  46
             Step 9 – Set Numerical Targets
Schools can ensure that they set appropriately challenging targets by analysing pupils’
performance against national benchmarks of attainment and progress.
Target setting is about looking forward, providing challenge and then ensuring that
focussed teaching and learning motivates each pupil to achieve those targets.
DCSF Guidance August 2007

Key Stage 2
 All children achieving level 2 and 45% of those with level 1 at the end of Key Stage 1
  should progress to level 4 and above.
 All children should make at least 2 national curriculum levels progress from Key
  Stage 1 in both English and mathematics with no pupils failing to progress by at least
  one level.
 Pupils with those types of Special Educational Need which mean achievement of
  level 4 is unlikely should have targets which help them to progress as far as possible
  and by 2 levels if appropriate.
 Schools should set targets which improve significantly on their current performance
  using the information provided in RAISEonline.
 Where FFT estimates are used to inform target setting schools should be directed
  towards model D (equivalent to the average of schools at 25th percentile of value-
  added performance).

Using FFT estimates – Notes
   Where VA has been very high (e.g.) top 10% nationally the ‘type D’ estimates (25 th
    percentile) will be too low.
   For others, aiming to achieve what the ‘best’ schools achieve is a worthwhile aim.
   Some schools (e.g. in the lowest 25% nationally), where VA has previously been
    very low, have felt able to set targets based around ‘type D’ estimates.
   Other schools in this situation feel that a two-stage process - aiming for ‘type B’ in
    the short term and ‘type D’ in the medium term – is more appropriate.
Targets for pupils with Special Educational Needs

   There are no statutory LA targets for improving outcomes for pupils with SEN.
    However, schools must set targets for all pupils including those with SEN.
   School target setting for SEN pupils should be personalised and ambitious .
   Where such pupils are not expected to achieve NC levels schools should use P
    scales or other performance criteria to measure progress and set appropriate
    targets, which reflect the best ambition possible for what they can achieve.
   There should always be high expectations for pupils with SEN.
   Where pupils are performing at level 1 or above they should normally be expected to
    make 2 levels of progress unless there is clear evidence presented that this is not
    appropriate.




Using Data To Maximise Progress – The 12 Step Model                                    47
         DCSF Principles of Target Setting
The grid below provides examples of how schools can meet the key principles for
effective target setting at each key stage and how to make use of data to support target
setting throughout the school.
 The setting and achievement of targets should involve the Head teacher (or Heads
    of Department/Subject Co-ordinators) working with all teachers and support staff.
 Targets for all pupils should be reviewed during the year to ensure low expectations
    are not reinforcing underachievement and interventions are put in place for pupils
    falling behind. For gifted and talented pupils, review of their targets should ensure
    that they are continuing to follow an appropriately stretching programme of study.

                                    Key Stage 1                      Key Stage 2
Targets should          Tracking of progress across       KS1 TA and test results and
be based on the         years 1 and 2 should result in    tracking of progress throughout
prior attainment        targets for children to reach     years 3, 4 and 5 should result in
and expected            level 2c as a minimum at end      targets for all children who
progress of             of year 2.                        achieved level 2 at KS1 to reach
individual                                                level 4 in English and maths (other
children in each        Children should generally
                                                          than those with severe SEN)
cohort.                 make at least 1 level progress
                                                          together with a proportion of those
                        per year across the key stage.
                                                          with level 1, depending on the
                                                          interventions used to accelerate
                                                          their progress.
                                                          Children need to reach level 3 at
                                                          the end of year 4 to be on track for
                                                          level 4 at the end of year 6.
                                                          For SEN pupils, schools should set
                                                          appropriately ambitious targets that
                                                          closely reflect pupils’ performance
                                                          as well as national priorities
                                                          focusing on pupil learning
                                                          outcomes.
Targets should          KS1 data from previous            RAISEonline helps schools to
be ambitious and        cohorts and FFT estimates will    check they are setting ambitious
challenging, both       identify the groups of pupils     targets compared with others.
for the school’s        not making progress in line
improvement and                                           Conversion data will identify where
                        with expectations so that early
for the individual                                        expectations for pupils are set too
                        interventions (eg wave 2 or
pupil’s progress.                                         low.
                        wave 3 programmes/ support)
                        can be planned to help them       Tracking will ensure interventions
                        catch up.                         are planned and used to
                                                          accelerate progress.
                        Comparisons should be made
                        with the progress made by the     Comparisons should be made with
                        best schools.                     the progress made by the best
                                                          schools.




Using Data To Maximise Progress – The 12 Step Model                                      48
                                     Key Stage 1                       Key Stage 2
Targets should           RAISEonline will enable schools to identify groups of children who,
be focused on            at KS1 are attaining less than the national average or for KS2, are
narrowing gaps           making less progress than the national average and set targets
as well as raising       aimed at improving outcomes for these groups year on year.
standards for all
pupils.                  Where RAISEonline shows pupils are making average progress,
                         schools should set targets to improve on this position.
Targets should           KS1 teachers and teaching          KS2 teachers and teaching
be ‘owned’ and           assistants should set targets in   assistants should set targets in
understood by            discussion with the Head           discussion with the Head teacher
everyone in the          teacher and leadership team.       and leadership team.
school from the
Governing Body           Progress towards targets           Progress towards targets should
and leadership           should be reviewed termly and      be reviewed termly and revised if
team through to          revised where children are         children are making faster
pupils and               making faster progress than        progress than expected.
parents.                 expected.                          This should also happen at the
                         All involved should be clear on    beginning of year 6 if the target
                         how the identified barriers to     reported looks likely to be
                         achieving the targets are to be    exceeded.
                         overcome.                          All involved should be clear on
                                                            how the identified barriers to
                                                            achieving the targets are to be
                                                            overcome.
Targets should           Literacy and numeracy              Literacy and numeracy consultant
build in the             consultant support.                support.
impact expected          Intensifying Support               Intensifying Support programme
from LA                  programme or Primary               or Primary Leadership
initiatives and          Leadership programme.              programme.
National
Strategies               Primary Strategy Learning          Primary Strategy Learning
targeted                 network or other collaborative     network or other collaborative
programmes/              network to RAISEonline             network to RAISEonline
consultant               standards.                         standards.
support and all          EAL Primary National               EAL Primary National
other initiatives        Programme.                         Programme.
in which the
school                   Other LA targeted support.         Other LA targeted support.
participates.


Governors
The governing body should:
 Have access to appropriate performance data.
 Be involved in target setting meetings.
 Provide challenge and support to the school.




Using Data To Maximise Progress – The 12 Step Model                                       49
         Fischer Family Trust – Pupil Level
The FFT Data Analysis produces ESTIMATES of likely end of Key Stage attainment.
They are called estimates – not predictions or targets – because they provide an
estimate of what might happen if pupils make progress that is line with that of similar
pupils in previous years.
NB The accuracy of FFT estimates can vary. They are, for the most part, based upon
prior attainment in core subjects.
When tracking pupil progress schools should be aware of the trajectory towards school
targets and the relationship between this and the FFT estimate.
Teachers should never use FFT estimates to lower targets set by the school. If they
‘disagree’ with the estimate, and think the pupil can do better, then they should be
confident to set a higher target.
Example of FFT tables
The FFT tables provides detailed information on each individual pupil from the Census.
 Gender, Date of Birth, FSM status, SEN Level.
 Starting date at the school. (Indicates mobility).
 Standardised score (SS).
 KS1 performance.
The Excel FFT estimate tool can be used:
 To provide FFT ‘A’, ‘B’ and ‘D’ estimates for individual pupils, groups and cohorts in
   English Reading, Writing, Maths and Science.
 Pupils can be grouped by the following criteria (from the drop down box):
       Pupils with SEN.
       Low attainers where KS1 SS<90. The progress of these pupils is monitored
          by the LA as part of Statutory Monitoring of SEN.
       High attainers KS1 SS >124.
       Gender.




Style of estimates
FFT provides individual subject estimates for each pupil, eg
 Fine levels, eg 4.9, 4.5, 4.1 etc.
       A pupil might have an estimated KS level of 3.9 – which means that, on
          average, pupils with similar prior-attainment have, in the past, achieved just
          below Level 4.
 Probability of achieving Level 4 and Level 5
       A pupil might also have, on the FFT report, a 10% probability of achieving
          Level 5. This means that, in the past, 1 out of every 10 pupils like this did
          attain Level 5.


Using Data To Maximise Progress – The 12 Step Model                                  50
Prior Attainment as an indicator of future performance.
FFT recognises:
 KS2 attainment is highly dependent on attainment at KS1.
 Girls make different progress than boys.
 Autumn born pupils have higher attainment than Summer born pupils.
 Pupils’ prior-attainment in English often has a greater impact on subsequent
  progress.
School Context implications for future performance
FFT takes acknowledges that:
 Pupils from deprived backgrounds tend to make less progress (geodemographic
  data).
 The spread of prior attainment for the cohort can have an impact on future
  achievement.
Range of Estimates
FFT provide a range of estimates to enable comparisons to be made.
Background                              Type    Basis of estimate
Based upon the progress made by          A   PA Based upon pupils’ prior attainment.
all pupils (nationally) in the previous
year.
                                                Takes into account prior attainment
Provides an estimate of what might
                                         B   SE and the socio-economic context of the
happen if pupils make the same
                                                school.
progress as happened, on average,
last year.
                                                Based upon what you would need to
                                         C      do to play your part in achieving either
Provide an indication of what might
                                                national or LA targets.
happen if we project that pupils will
                                                Based upon the progress made by
make better progress than in
                                                pupils in the schools in the top 25%
previous years.                          D   TQ
                                                percentile of value-added scores
                                                nationally.

Use of FFT estimates
All staff should be conversant with and understand the relevance of FFT estimates for
each of the pupils they teach.
FFT estimates can be used:
 As a basis for discussions with pupils and parents about expectations.
 To inform discussion about targets.
 To be aspirational for pupils in the light of current circumstances.
 To inform planning of teaching and learning.

Further details on setting      Curricular Targets Step 10.




Using Data To Maximise Progress – The 12 Step Model                                51
      Fischer Family Trust – School Level
Each school is provided with a summary report of end of KS2 Level 4+ and Level 5
estimates for each cohort, which enables the head and SLT to see at a glance issues
relating to cohort or subject trends.

All staff and governors should be supported with understanding whole school issues.

The analyses are intended to support detailed and diagnostic self-evaluation.

They are based upon value-added models which take account of a range of pupil- and
school-level indicators, including: Pupil prior-attainment, Variation between prior-
attainment in different subjects, Gender, Month of Birth, Free School Meals Entitlement,
Ethnicity, SEN Stage, Mobility and Geodemographic Data (Census and other data).
Example of FFT End of Key Stage Estimates
Level 4+




   Type            Description                          Estimate if pupils make progress
PA Type A          Pupil prior-attainment, gender       Similar to that made, last year, by
                   and month of birth.                  similar pupils nationally.
SE Type B          PA model plus school context         Similar to that made, last year, by
                   indicators (%Free School Meals,      similar pupils nationally taking
                   Geodemographic data, Mean            account of school context.
                   Level and Distribution of intake).
TQ Type D          SE estimate adjusted to be           For the school to be just in the top
                   consistent with the performance,     quartile nationally in terms of a
                   last year, of schools at the 25th    value-added ranking.
                   percentile (VA).

Using Data To Maximise Progress – The 12 Step Model                                      52
                      Individual Pupil Targets
‘At the heart of teaching is the need to help every pupil to make good progress at
school.
Any target setting system should reflect this entitlement of all our young people.’
RAISEonline 2008
Key Stage 2 Targets
End of Key Stage 2 targets should be informed by:
 Prior attainment at KS1.
 DCSF guidance.
 National Strategy.
 FFT estimates.
 Progress.
 Challenge.
 Professional judgement.
 Knowledge of factors affecting progress.
 Whole school context.
End of Year Targets
These should be set and understood by all those for whom they are relevant; ie
teachers, pupils and parents.
To achieve 2 levels of progress over 4 years a pupil must make at least one level of
progress every 2 years. (3 Split levels or 6 National Curriculum points).
 A possible trajectory is available in this document and on the CD.
 A target of 2 split levels (4 National Curriculum points) is frequently used.
 For a pupil identified through the YOM (yellow cells) for Wave 2 interventions, 2
    split level progress is a minimum requirement to ensure that he/she catches up and
    is then on track for Level 4 (blue cells).
 For a pupil working well below age expected norms the professional judgements of
    the teacher and SENCO with support from the IDS can ensure an appropriate
    personalised target is set. This should reflect prior attainment, progress and include
    challenge.
 Where a pupil has 2 or more PIVATS assessments the Lancashire Data base
    provides a target setting facility. www.lancashire.gov.uk/education/pivats
Monitoring
    The targets created should be monitored with the SLT in order to ensure that pupil
     targets reflect the progress or potential of the school.
    Targets that are lower than estimates should be reviewed to ask, what evidence
     has the target been based upon and whether or not it is appropriate.
    Professional dialogue between teachers and SLT should ensure that appropriate
     personalised interventions are put in place.
English at KS2
In the top 25% of primary schools:
  94% of pupils make 2 levels of progress from KS1.
  50% of pupils with Level 1 achieve Level 4+.
  88% of pupils with Level 2c achieve Level 4+ .


Using Data To Maximise Progress – The 12 Step Model                                   53
Using Data To Maximise Progress – The 12 Step Model   54
           Step 10 – Set Curricular Targets
The means by which the school achieves its numerical targets.
Curricular targets are the link between pupils’ long-term National Curriculum numerical
targets and the next steps in their learning, described in lesson learning objectives.
   A curricular target expresses in words, not numbers, a specific aspect of the
    curriculum as a focus for improvement. It can be for a whole class, a group or
    individual pupil and can relate to the long term (e.g. a term or year), medium term
    (e.g. a few weeks) or short term (e.g. a few lessons).
   Curricular targets provide a focus for teaching. Teaching objectives in medium term
    plans or schemes of work need to directly address the curricular targets. These will
    be further refined in learning objectives for lessons to ensure that the target is being
    addressed. A target may be revisited several times in a unit, in a year and across the
    key stage to ensure that there is progression and achievement towards the target.
   Curricular targets are established through an analysis of available information about
    what has and has not been learned.
   An appropriate target ensures that pupils’ prior attainment and achievements are
    built on throughout the key stage. It should focus teaching on areas of
    underperformance and so support improved learning outcomes for pupils.
    from DfES Tracking For Success Ref: DfES 1545-2005FLR-EN (in CD Library)

The curricular target setting process:
    1.   Identify the school focus and set school target.
    2.   Set half termly ‘layered’ targets for each class.
    3.   Link targets to teaching.
    4.   Use curricular targets to raise expectations and move the majority of each class
         to work at age related expectations.
    5. Monitor and assess against the target.From ISP                     Additional Guidance
available on CD

Pupil ownership
The targets need to be:
 Relevant and focussed.
 Written clearly in understandable language.
 Shared with each child and referred to frequently and routinely.
 Used to plan teaching and learning.
 Be a visible part of the classroom environment for the children to see in all lessons
   and apply as appropriate.
e.g. Target sheets can be:
    - Laminated and placed on the table.
    - Displayed on classroom walls.
    - Listed in homework diaries to share with parents and carers.
    - Made into bookmarks.




Using Data To Maximise Progress – The 12 Step Model                                        55
                                           YATS 2
Assessment Tables (YATs2) provide an easily manageable tool for class teachers to
record curricular targets and plan teaching and learning.
These can be completed termly or half termly.
This YAT uses end of year and/or teacher assessments to:
 Create teaching groups.
 Identify more able and those with SEN.
 Set and record detailed curricular targets.
 Plan provision and action.
 Feed into a whole school provision map.
 Limit use of IEPs to those pupils with more severe SEN (Statement/Action+).
 Provide information for discussions with subject leaders/head teacher, SENCO etc.




Variations
A wide variety of YATs have been produced to meet the needs of different schools e.g
Further support is available to individual schools.

                                                      For schools with issues related to Level 5
                                                      conversions.
                                                      Pupils on track for L4 who should/could
                                                      achieve L5 can be identified in the second
                                                      yellow column.




For schools with mixed age classes.
This highlights pupils in each year group
who are underachieving/more able or
have LDD but also allows for curricular
target setting to match attainment.




Using Data To Maximise Progress – The 12 Step Model                                                56
                 Step 11 – Monitor Progress
Good teachers track the progress of their pupils closely, and adjust their teaching to
ensure that all make the best possible progress.
Schools need to have systems and processes to track pupil progress both summatively
and formatively.
They should be used in conjunction with YATs / RAISEonline / QLA, and knowledge of
the individual children and context of the school to:
 Engage colleagues across the whole school in a professional dialogue about pupil
     progress, groupings, expectations and appropriate use of interventions.
 Establish judgements based on prior attainment and national expectations.
It is important to note that there are no nationally agreed criteria for judging progress
through the school.
Information about possible factors for any under-performance
e.g.: child's acquisition of English, special educational needs or their attendance
These can be recorded on the YAT and taken into account when:
 Analysing progress.
 Planning appropriate interventions.
 Setting realistic expectations.
Using Class Progress Ladders
Class Progress Ladders are provided as an example of systematic termly tracking.
They:
 Have been developed by LAs and schools in the Intensifying Support Programme.
 Use National Curriculum split-levels.
 Support and record regular and systematic assessments of each pupil’s progress.
 Provide a visual map of attainment for one class/cohort over one academic year.
 Inform discussion between teachers and SLT.
 Enable regular tracking and monitoring of progress.
 Enable early identification of pupils experiencing difficulties.
 Promote and support intervention planning (at all three waves).
Model of Good Practice 1 - St Oswald’s School
The school has established termly assessment cycles. Details on CD.
      Week 10      Assessments.
      Week 11      Marking.
                   Moderation.
      Week 12      Accountability Meeting. Class teacher and member of SLT.
                   Parents Evening.
Model of Good Practice 2
 A number of schools have established routines that include termly and/or half termly
  meetings between the class teacher and head teacher to discuss in detail the
  progress of individual and groups of pupils.
 This enables early identification of any barriers to learning and leads to swift and
  effective provision and intervention planning and action.
 Liaison with parents and discussion with pupils ensures clarity about next steps
  expressed as curricular targets.

Using Data To Maximise Progress – The 12 Step Model                                   57
                       Class Progress Ladder
Completing the Class Progress Ladder
The ladder should be completed termly.
A different grid is needed for each year group.
 The electronic version provides a grid for each year group with the appropriate
   shading at the sides.
 The word document should be adapted – Use the YOM for colour coding.
 Blue at the left identifies the children leaving the previous year group 'on track',
 Blue at the right would be on track for the end of that year group.
 The yellow is the target groups.                                        Yr6 Example




In Word version 1 + 2 pupil names are highlighted in the YOM colour.
 The name can be pasted into the next assessment column with the highlighting.
 Good progress can be easily seen as pupils move into the next colour band.
 Pupils failing to make progress can be quickly identified.
                                    4 Versions available on CD
                         Word Versions                       Excel Version
A - 5 Assessments      B - 6 Assessments      C - Hard Copy CPL    D- Excel CPL
5 Columns as above     6 Columns              5 Columns            3 Columns
Names Highlighted      Names Highlighted      Not electronic       Calculates numbers + percentages
Simple to use          Simple to use          Very simple to use




Using Data To Maximise Progress – The 12 Step Model                                           58
                 Step 12 – Repeat and Review
  The most effective schools have established a rigorous assessing and tracking cycle to
  monitor the progress of each individual pupil.
  In effect this will repeat the following steps throughout the year.
          Step 10 – Curricular Target setting and
          Step 11 – Monitoring Progress.
                              How well is the pupil doing?
  Cycle for
  Improvement

                                                              How well should he/she
                                                              be doing?




                                                              What more could
Take action and review                                        pupil achieve?




                         What must we do to make it happen?
  Effective tracking of pupils’ progress is essential in promoting the achievement of high
  standards. It ensures that pupils make good progress throughout their school career
  and, where progress slows or stalls, difficulties can be picked up quickly and
  appropriate action taken.
  Monitoring and tracking that does not initiate specific actions by teachers and
  pupils will not help to raise standards.
  Pupils’ progress should be reviewed regularly
     Assessment data to inform these reviews should be gathered systematically.
     Ongoing assessment should be the basis of tracking, supplemented by discrete
      assessment tasks and tests as appropriate.
     The analysis of assessment data should be used to inform discussions with pupils to
      review their performance and progress towards their targets.
  Integrate tracking with everyday teaching and learning.
     Identify objectives that are the key indicators of pupils’ progress.
     The key indicators can be related to crucial level borderlines.
     Ongoing assessment should be the basis of the tracking, with use made of specific
      activities or probing questions to refine judgments.-EN 4
     Information should be used formatively and appropriate modifications made to the
      teaching programme.
     It is important to involve pupils in the process – this helps secure the learning and
      pupils can see for themselves that they are making progress.




  Using Data To Maximise Progress – The 12 Step Model                                   59
Using Data To Maximise Progress – The 12 Step Model   60
                                         Appendix
Best Practice in Using Data
    Pupil’s Achievement
    Pupils feel their achievements in all areas are valued and are inspired to achieve more.
    Pupils are involved with negotiating realistic targets with their teachers.
    Pupils can identify their own improvement and understand that their work is directed
    towards their curricular targets.
1   Numerical and curricular pupil targets inform each step of the pupils' learning.
    Parents/carers, teaching assistants and other support staff know what the tracking data
    means for each pupil so they can support intervention or celebrate success.
    Pupils are involved in planning intervention programmes that meet their learning needs.
    Most pupils are independent learners and take responsibility for their own learning.
    Pupils feel their achievements are valued and are inspired to achieve more.
    Teachers' tracking and monitoring of pupil achievement
    Teachers track pupils' progress regularly and systematically using the whole-school system.
    There is cross-linking amongst all staff to plan effective interventions for your pupils as the
    need arises.
2   Teachers review pupils' ability to monitor their own progress, identify their next steps and
    the impact those steps have on their achievement.
    Most parents, carers and pupils find the information in your reports useful and feel confident
    in discussing it with teachers.
    Teachers evaluate how effective interventions were and adapt them accordingly in the future.
    Teachers' skill in the use of data
    Teachers interpret data and question level analysis to personalise learning with pupils.
    Pupils are fully involved in the process.
    Teachers are able to interpret trend and value-added graphs to determine intervention
    strategies, to monitor the progress of individuals, groups and classes. This might include the
    use of the grouping and the filtering functionality of RAISEonline or other products.
3   Teachers are fully competent in the use of the chosen system(s) for analysis and in the use
    of data feeds to inform teaching, learning, target setting, and the development intervention
    strategies.
    Target setting is completed with pupils who play an active part in personalising their
    learning, facilitated by teachers.
    Data feeds embedded. Professional development is regularly monitored and all impacts are
    measured.
    Middle leaders' self-evaluation and improvement planning
    Systems of data collection are fully embedded resulting in self-evaluation driving
    improvement planning.
    Data continues to feed self-evaluation and improvement planning, which updates the Self-
    Evaluation Form. The Self-Evaluation Form is used as a template to drive self-evaluation
    and improvement planning, resulting in maximum impact on teaching and learning.
4   All school leaders are involved in data analysis for self-evaluation and improvement
    planning. The Self-Evaluation Form is frequently updated resulting in high impacts on
    teaching and learning.
    Self-evaluation processes are embedded in the school. The Self-Evaluation Form is
    produced and updated regularly. Snapshots of ongoing self-evaluation are used as
    templates to drive improvement planning.
    The Self-Evaluation Form is used as a reference document to focus and prioritise improvements.



Using Data To Maximise Progress – The 12 Step Model                                           61
Best Practice in Using Data

    Management of the target-setting process by middle leaders
    All middle leaders support colleagues with a target setting process where pupil targets are
    based on evidence from estimates and are adjusted appropriately through teachers'
    professional judgement and negotiation with stakeholders (including pupils, parents/carers).
    Middle leaders ensure pupil targets are set once prior attainment data and estimates are
    available (for instance during Year 7) allowing end-of-year targets to be used for all cohorts.
    Final outcomes compared to targets are analysed with reference to the resources that were
    allocated to meet targets and inform future plans.
5
    Targets and intervention plans are cross referenced against an additional source of
    estimate data to ensure that the target-setting process develops challenging and
    inspirational targets and does not undervalue any pupil in a curriculum area.
    Middle leaders have evidence that pupils are involved in negotiating their targets.
    There is an expectation that individual targets inform steps in pupil learning.
    Evidence from question level analysis and other sources informs curricular targets for the
    whole area that complement end of year numerical targets.

    Management of tracking and monitoring by middle leaders
    The impact of the whole-school tracking system on teaching and learning is evaluated for
    the respective area.
    Pupils' progress is tracked regularly and systematically through a whole-school system by
    all staff in the respective area.
    The effectiveness of interventions is evaluated and adapted accordingly in the future.
6   Effective interventions are put in place for learners as and when they are needed.
    Most parents/carers and pupils find the information in the reports useful and feel confident
    in discussing them with teachers in the respective curriculum area.
    The curriculum on offer is continuously enhanced with reference to progress and attainment
    data.
    Pupils feel their achievements are valued and are inspired to achieve more in curriculum
    areas.

    Middle leaders' skill in the use of data
    Middle leaders are able to analyse performance by a range of factors or attributes, such as
    using the filtering and school-defined attribute functionality within RAISEonline.
    Some middle leaders have a clear understanding of the relationship between progress,
    current attainment, prior attainment and trends over time.
    Middle leaders and their teams use customised data systems that are now tailored for their
7   purposes, such as custom reports or collections within the management information system
    or the use of the school's own data set within RAISEonline.
    All middle leaders know the meaning of all the key terms used in data analysis and refer to
    data in the normal course of their work.
    Middle leaders should be using a wide range of attainment and contextual value-added
    graphs, taking account of trends over time to determine intervention strategies and school
    progress.



Using Data To Maximise Progress – The 12 Step Model                                           62
Best Practice in Using Data
      Policy and strategy by senior leaders
      A regular cycle is in place to review the data requirements of the school and the suitability
      of the current system to meet them.
      Available data sources and their uses are regularly monitored and procedures are
      adjusted as required.
      Procedures ensure that effective use of the common data set is embedded in everyday
      practice.
 8    All staff use the system fully to identify things they need to do to improve teaching and
      learning.
      Data systems are continuously enhanced, based on thorough evaluation of their impact
      on teaching and learning.
      Be able to provide examples of the impact the data system has had on learning.
      Evaluate the impact of the assessment policy on teaching and learning and adjust as
      required.
      School self-review and improvement planning by senior leaders
      Senior leader team regularly review the strategic framework for the school in the light of
      analysis of progress made. The governing body are involved with the process.
      A full range of measures are used at all levels for guiding and focusing self-evaluation,
      such as those generated when using the grouping and filtering functionality within
      RAISEonline.
      The senior leadership team has ensured that systems are fully embedded resulting in the
 9    Self-Evaluation Form driving improvement planning.
      Senior leaders ensure that data feeds are used (by all staff) to appropriately evaluate the
      impact on pupils' achievement of all improvement plans.
      Senior and middle leaders work in partnership with regular evaluative dialogues resulting
      in improvement planning, an updating of Self-Evaluation Form and measurable impact on
      teaching and learning.
      Self-Evaluation Form produced and updated regularly. Snapshot of ongoing self-
      evaluation and used as template to drive improvement planning.
      Leadership of target setting by senior leaders
      Senior leaders ensure that pupil targets are based on evidence from estimates and are
      adjusted appropriately through teachers' professional judgement and negotiation with
      stakeholders.
      Systems are established that ensure pupil targets are set once prior attainment data and
      estimates are available (for instance during Year 3) allowing end-of-year targets to be
      used for all cohorts.
      Final outcomes compared to targets are analysed with reference to the resources
      allocated to meet targets and inform future plans.
      Targets and intervention plans are cross referenced against an additional source of
10    estimate data to ensure that the target-setting process develops challenging and
      inspirational targets and does not undervalue any pupils.
      The leadership team know that all pupils are involved in negotiating their targets.
      There is a whole-school expectation that pupil targets inform steps in pupils' learning and
      are not seen as just a distraction.
      Evidence from question level analysis and other sources informs curricular targets that
      complement end-of-year numerical targets for pupils, curricular area targets and whole-
      school targets.
      The senior leadership team evaluate the impact of the target-setting process on teaching
      and learning and adjust policy as required.



Using Data To Maximise Progress – The 12 Step Model                                           63
Best Practice in Using Data

      Leadership of tracking and monitoring by school leaders
      The impact of the whole-school tracking system on teaching and learning is evaluated.
      Pupils' progress is tracked regularly and systematically through a whole-school system by
      all staff.
      Senior leaders expect middle leaders to evaluate how effective their interventions were
11    and adapt them accordingly in the future.
      Effective interventions are put in place for learners as and when they need them.
      Most parents/carers and pupils find the information in the reports useful and feel confident
      in discussing it with teachers.
      The curriculum offer is continuously enhanced with reference to progress and attainment
      data.

      Senior leaders' skill in the use of data
      Senior leaders at various opportunities promote the priorities for the school, including
      targeting subjects, groups and individuals using performance data, to other staff.
      The senior leadership team is fully conversant with chosen system(s) for analysis and
      using data feeds to inform target setting, develop intervention strategies and professional
      development, and is in a position to evaluate its impact.
12    Senior leaders are able to analyse performance by a range of factors or attributes, such
      as using the filtering and school-defined attribute functionality within RAISEonline.
      The senior leadership team have a clear understanding of the relationship between
      progress, current attainment, prior attainment and trends over time.
      The senior leadership team have customised data systems that are now tailored for their
      purposes, such as customer reports or collections within the management information
      system or the use of the school's own data set within RAISEonline.
      Governance of policy and strategy
      Governors ensure that the policy is continuously enhanced.
      Governors monitor the impact of the school development plan/Self-Evaluation Form on
13    teaching and learning using a range of available data.
      Governors monitor the impact of school self-evaluation on teaching and learning.
      Governors monitor the impact of target setting on standards.

      Governors' skill in the use of data
      Understands fully what the analysis is conveying with regard to school progress and
      attainment.
      Views data critically (and feels empowered to seeks more detail if needed) and questions
      asked or points raised are probing, adding to the school's understanding.

14    Governors are able to consider the relationship between progress and attainment trends
      and identify implications for the school and its pupils.
      Governors are able to consider the relationship between a range of measures that provide
      evidence of future possible needs. This may also include a range of different data sets,
      such as internal tracking data, RAISEonline, FFT and other systems.
      Governors are able to routinely focus on the key messages any school data is giving and
      are clear when the data should not be over-interpreted.

The complete data self-evaluation grids are on the CD with suggestions of evidence.



Using Data To Maximise Progress – The 12 Step Model                                              64

				
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